jUj 











A Studyof Reports 






Rural Schools 




HUFFALOCOUNTY, NEBRASKA 


SH W'LYG ED UCA TI 0J\A L LYEQ UAL IT Y 









EXTENSION DEPARTMENT 

Nebraska State Teachers College 
AT KEARNEY, JV E B R A S K A 





Book 3^® 5 



t- 
NEBRASKA STATE TEACHERS COLLEGE 
at Kearney 



DEPARTMENT of EXTENSION 



A STUDY 

OF 

Educational Inequalities 

BEING 
A SURVEY OF CERTAIN ASPECTS 

OF 

PUBLIC EDUCATION 

IN 
BUFFALO COUNTY, NEBRAKSA 



BY 

HANS C. OLSEN, A. B. 

Sometime Associate Professor of Rural Education in the 

Nebraska State Teachers College, 

at Kearney 



KEARNEY 

STATE INDUSTRIAL SCHOOL PRESS 

1921 



T© M friends ©f Public Edueofc 



The urgent need for a series of clean-cut studies setting forth the 
exact condition of the schools in typical rural communities has been 
evident as long as the proportions of the present rural problem have been 
realized. The demand for better rural schools, more adequately prepar- 
ing for life situations, has been insistent. In many quarters, there has 
been a feeling that some type of reorganization was imperative. 

The lack of facts, the paucity of data, the absence of criteria against 
which any one set of conditions or array of situations could be measured, 
has repeatedly hindered progress in any constructive planning for the 
future. 

This study has had for its purposes the answering of at least these 
questions: 

1. What relation exists between the expenditure of a typical rural 

community's money for education and the results obtained? 

2. To what extent is a child, reared in a typical rural community 

(located as in the case of Buffalo County in the exact center of 
the United States), made the victim of educational inequality as 
compared with the child reared in metropolitan areas? 

3. To what causes can this inequality be traced? 

4. What remedies are available? 

The collection of the data, the verification of their accuracy, the com- 
pilation of the tables and their preparation for publication have been the 
work of Mr. Hans C. Olsen and his staff of clerks for over a year. Every 
precaution has been taken to protect the reader from the author's own 
opinions. The result is offered to the educator and to the general reader 
in the hope that a careful analysis of all the facts will result in a deep- 
seated determination to give not necessarily identical, but at least equiva- 
lent educational opportunity to the rural boy and girl, 

R. W. Powell 

Head of the Department of Rural Education 

Ralph Noyer 

. Director of Extension 

Nebraska State Teachers College 
Kearney, October, 19S1 ...... 

j LIBRARY OF CONGrfFSS 
DECEIVED 

f OCT 30132? 



Forek&ord 



This survey of Buffalo County was primarily undertaken; 
(1) to make a comparative study of the educational opportunities 
provided by the respective districts of the county; (2) to compare 
the cost of conducting* these schools. 

The study beg-un in July, 1920, was at first confined to the 
period of eight years from 1913 to 1920, inclusive. During* July 
and August, 1921, a study of the school year 1920-1921 was added 
to the original study and incorporated in this report. 

The data for this survey were taken from the sworn annual 
reports of the directors of the respective districts filed in the of- 
fice of the County Superintendent. Such items as Assessed Valua- 
tion, Tax Levies, and Eighth Grade Graduates, which are not 
found in the Directors' Reports were taken from the County 
Superintendent's records of these items. The data used in the 
study of the physical health of school children were taken from 
the Teachers' Reports of Health Examination to the County Su- 
perintendent. The Teachers' PreliminaryReports, the Teachers' 
Term Summaries, and the Teachers' Classification Reports as 
well as the Directors' Census Reports were used wherever pos- 
sible for verification and additional information. 

All the evidence supporting the facts set forth in this survey, 
except the original sources in the Office of the County Superin- 
tendent, is in the hands of the Nebraska State Teachers College 
at Kearney and is open to the inspection of all who may wish to 
verify the various items of this survey. 



Summary 

This investigation of Buffalo County Schools reveals many striking- 
facts concerning the public school system of today. Among other things 
it sets forth evidence to show 

Tbat thousands of dollars are wasted annually through 
poor administration; 

That a relatively small sun) is spent annually for tr;e public 
education of the normal child as cornpared with tr;at ex- 
pended upon the subnorrnal child; 

That fewer than half tfte rural pupils reaching the 
eighth grade are graduated; 

That typical rural school boards, unless they avail themselves of 
expert advice and supervision, are quite unable to make the 
careful, accurate, and complete reports as required by law; 

That great inequality exists in the different districts in both 
ability and effort to maintain good schools; 

That in the typical rural community nearly all the 
teachers are still inadequately trained for their 
respective positions; 

That the daily cost of conducting most of the rural schools is 
exceedingly low: 

That the physical health of the rural child is greatly and 
persistently neglected; 

That typical rural schools are poorly equipped; 

And that under the old type of organization rural schools 
as a whole are making little or no improvement in ei her 
their buildings and equipment or in the results they pro- 
duce each year 



TABLE I 

Average Yearly Length of Term in Days. 

1913—1920 

Rank: From Lowest to Highest. 

Rank Length Dist. Rank Length Dist. Rank Length Dist. 

1 132.6 89 41 157.9 120 81 171.0 43 

2 139.2 58 42 158.2 80 82 171.2 64 

3 142.9 31 43 158.5 42 83 171.4 16 

4 144.4 99 44 158.5 113 84 171.5 3 

5 144.5 74 45 158.6 49 85 171.6 60 

6 145.7 79 46 158.9 70 86 172.4 11 

7 145.7 104 47 159.0 39 87 173.0 5 

8 148.9 98 48 159.4 23 88 173.1 13 

9 151.1 116 49 159.4 73 89 173.4 105 

10 151.9 112 50 159.7 33 90 173.6 47 

11 152.0 115 51 160.5 62 91 173.7 54 

12 152.4 103 52 160.5 78 92 173.7 114 

13 152.7 82 53 160.7 6 93 173.9 10 

14 152.7 86 54 161.0 89 94 174.0 41 

15 152.9 32 55 161.6 117 95 174.2 30 

16 153.5 83 56 162.0 66 96 174.9 8 

17 153.7 27 57 162.5 34 97 174.9 14 

18 154.0 102 58 163.5 20 98 175.0 17 

19 154.1 50 59 163.6 28 99 175.0 19 

20 154.4 65 60 163.7 4 100 175.1 7 

21 154.4 100 61 163.7 38 101 175.4 2 

22 154.5 76 62 165.0 57 102 175.7 * 22 

23 154.6 1 63 165.5 45 103 176.0 48 

24 155.2 85 64 167.0 29 104 176.0 63 

25 155.5 59 65 167.4 93 105 176.4 18 

26 155.9 51 66 167.6 15 106 176.4 36 

27 156.0 61 67 167.6 46 107 176.4 12 

28 156.0 97 68 168.0 88 108 176.7 75 

29 156.1 95 69 168.4 55 109 176.7 94 

30 156.5 21 70 168.5 24 110 177.0 9 

31 156.5 56 71 168 5 109 111 177.2 101 

32 156.9 107 72 169.4 67 112 177.2 108 

33 157.0 110 73 169.5 72 113 177.4 44 

34 157.1 87 74 169.7 35 114 177.6 91 

35 157.5 68 75 169.7 40 115 177.7 92 

36 157.6 71 76 169.7 52 116 178.5 119 

37 157.6 90 77 170.1 53 117 178.7 69 

38 157.7 25 78 170.7 26 118 180.0 96 

39 157.7 81 79 170.7 77 

40 157.7 111 80 170.7 106 

Average length of term in all districts each year 163.8 days. 

Median length of term in all districts each year 163.65 days. 

Every child under 16 years of age should be in school at least 180 
days each year. This table shows that in the 8 years, 1913-20 in- 
clusive it has beer; possible for children in but one district to at- 
tend school this minimurD time. 



i8o 


days 


or 9 months. 


170 


" 


" 8.5 ".. 


160 


u 


" 8 


150 


I I 


" 7,S •■" 


140 




" 7 



a Nebraska State Teachers College, Kearney 

1913—1920 Summary of School Term, Table I 

The school term varied in the different districts from 132.6 days to 
180 days. 

In Nebraska in 1913-1914(2) the average length of term was 170 days or 
S.5 months. 

In Buffalo County, 1913-1920 inclusive: 
117 schools were open less than 
76 " " " " 

50 
8 " " " " " 

2 

Hence, from 1913 to 1920 inclusive, 64 per cent of the schools of Buffalo 
County were open less than the average time all the schools in Nebraska 
were open during the year 1913-1914. 

Only one school was in session the full 72 months during the last 
8 years. To complete the work of the elementary course requires 
fortheaverage child approximately 8 years of 180 days, or 72 months. 
Therefore, if an average child attends the full time school is in ses- 
sion, the number of years required to complete the elementary course by 

76 schools in session less than 8.5 months will be 8.5 yrs. or more 

50 " " " " " 8 '• " " 9 " " " 

8 " " " " " 7.5 ' " " " 9.4 " " " 

2 " " " " " 7 " " " 10.3 " " " 

But as will be found from a study of the enrollment and the aver- 
age daily attendance, almost no children are in school the full tirrje it 
is open, 

Consequently, a much longer time than that set forth in the above table 
will be required for the average child to complete the work of the elemen- 
tary school. 

Why the Short School Term? 

The above figures lead us to inquire the cause of the prevailing- 
short term of school. A study of the problem reveals the following causes: 

1. it is commonly accepted by rural people that all the education a 
child needs can be got in a few short terms of school. This belief prevails 
because so many rural people feel that all an education consists of is the 
ability "to read, write, and figure tolerably well''. 

2. The health of the children requires that they should have a long 
vacation from school each year. 

3. Tf children are compelled to attend school for a long term they grow 
tired of school and soon acquire a dislike for it. 

4. The first and last months of the school term "never amount to much 
any way'" and hence these two months of school can just as well be dis- 
pensed with. 

0. The help of the children is needed at home to plant, tend, and har- 
vest the crops. 

6. The mother needs the help of the children to do the house work and 
to care for the younger children during the busy farming season. 

(J) Report of U. 8. Commissioner of Education, 1916, Vol. II, pp. 28-80 



Buffalo County. Nebraska, School Survey 



7. A longer term of school would increase the taxes beyond the 
amount the taxpayers are willing- to pay. 

Why the School Term Should be Lengthened. 

The belief that all the education the rural child needs can be got in 
this short time is unfounded. Educators today are agreed that the pur- 
pose of public education is fourfold: first, to secure and maintain perfect 
health; second, to give the individual ability to do his work better; third, to 
make the individual a more effective citizen; and, fourth, to teach the indi- 
vidual the most wholesome use of leisure time. 

Tr;e war revealed the fact that our educational system of the past 
had failed to produce these results. "The examination of our drafted 
men between twenty-one and thirty-one, in their prime, showed that 
about twenty-nine in every one hundred were physically unfit for military 
service, while thousands accepted soon developed tuberculosis, heart 
trouble, and other diseased conditions under the rigors of military train- 
ing evidence of our neglect of effective health education. Calls for men 

and women of trustworthy skill and efficiency for various kinds of essential 
work revealed a failure in training effectively for many vocational activi- 
ties necessary in times of peace as well as in war. We were required to 
produce increased quanities of food and to conserve foods by preservation, 
by the use of substitute foods, and by eating no more than is required for 
good health. Our ignorance of methods of efficient and intensive farming 
and of food values and dietaries was found to be deplorable. Efforts to se- 
cure sufficient clothing of the right kind for ourselves, our armies, and the 
refugees of invaded parts of Europe revealed an astonishing want of knowl- 
edge of clothing materials. These are all evidence of failure to give prop- 
er consideration to practical efficiency as an educational objective. 

'"The large percentage of drafted men and civilians in government 
work who could not write or read the English language indicated a fur- 
ther neglect in requiring the mastery of the tools without which working 
efficiency is greatly handicapped. This widespread illiteracy, the want of 
knowledge of the history, purposes, and methods of our American democ- 
racy, the very frequent occurrence of expressions and acts opposed to the 
purposes and well-being of our country, and the difficulties often experi- 
enced in securing sympathetic and intelligent co-operation in carrying out 
necessary war measures all showed a need for far greater emphasis upon 
education for citizenship. The dangers which appeared in the army camps 
and among army civilian workers everywhere in connection with the use 
of spare time revealed a failure to equip each individual effectively with 
habits, attitudes, and appreciations, for wholesome recreation. 

"The educational needs made prominent by the war were not created 
by the war and are not peculiar to war conditions. By the degree in which 
demands were made we became much more conscious of needs which in 
kind are quite as much the needs of peace. The war and its aftermath 
have made us realize as never before the necessity of measuring our ed- 
ucational activities in terms of these specific educational aims or objec- 
ives." (1) 

(I) Bonser: Tlie Elementary School Curriculm, Pages 15-17. 



Nebraska State Teachers College, Kearney 



Furthermore, during- the war a letter was sent out from the United 
States Bureau of Education to all city and county superintendents "urg- 
ing that there be no interference with the program of public education 
except under conditions of most absolute and final necessity, and pointing- 
out that any serious interruptions to the fundamental task of the schools 
would mean an unfair burden for the next generation". In this letter the 
following policy was suggested: "While it would be highly undesirable to 
close the schools or shorten the terms for the sake of releasing the student 
body as a whole for industrial pursuits, it may very well appear in many 
individual cases that older students, both boys and girls, may be released from 
a part of their school work for such service as may be involved in the pro- 
duction and conservation of the food supply . Whenever such release is made , 
school officials should have definite knowledge that a position actually 
awaits the released student, and that his loss of school time will be min- 
imized by such individual instruction as teachers may be able to arrange. 
Students in good standing in the senior classes of high schools might be 
released for such duty before closing of the term, provided, of course, 
those intending to enter higher institutions can make adjustment of their 
entrance credits with the proper authorities". (1) 

If in the opinion of the government it was so important to have chil- 
dren attend school during the war when their help was needed to take the 
places of men and women drafted into the war service, it naturally follows 
that the importance of having children attend school in peace time when 
men and women are available to carry on the work of the nation is 
much greater than the average citizen realizes. The facf> that 63 of the 118 
annual reports made by the school boards of as many different districts 
during the summer of 1921 were incorrect with regard to either enroll- 
ment or average daily attendance or both is further proof that the common 
people need more education in order to properly conduct their own affairs. 
And since these school board members were in the great majority of 
cases pupils of the old country school it would follow that they needed 
a longer term of school than they had. Furthermore, since no matter 
what one's ideals may be with regard to any subject, it is invariably true 
that one stops short of his ideals. And since the ideal of the country 
people is to give their boys and girls only sufficient education to enable them 
to "read, write, and figure tolerably well," it is most certain that in many 
cases their children are taken out of school before that limited ideal has 
been reached. If we include the securing and maintaining of health as 
one of the aims of education, it will follow that the school must be so con- 
ducted that even though it be in session 12 months in the year the health 
of the pupil will never be disregarded. 

The argument that pupils cannot maintain good health if they are re- 
quired to be in school longer terms each year is unfounded. During the sum- 
mer' of 1921, 12 pupils were enrolled in the Opportunity Room of the Training 
School in the Nebraska State Teachers College. A health record of these 
pupils was kept during this term. Five of the pupils lost in weight 
during the term, the loss rangeing from one-half pound to one and one- 
fourth pounds per pupil The chances are that these children would have 
lost the same amount, of weight or even more if they had not gone to 

(1) (J. S. Commissioner of Education Report. 1917. I. Pages. 8-9. 



Nebraska State teachers College, Kearney 9 

school. Seven of the twelve children gained in weight. The gain ranged 
from one-half pound to three pounds per pupil. The tendency every- 
where is to increase the length of the school term. Public schools in 
cities and colleges everywhere typify this tendency. Many colleges now 
have eleven months school each year and the indications are that soon 
these colleges will conduct school twelve months in the year. 

The argument that if children are required to attend a longer 
school term each year they will soon acquire a dislike for school is also 
unfounded. At the end of the 1921 summer term of the Training School 
in the Nebraska State Teachers College many pupils who had been in 
school for eleven months voluntarily expressed themselves as desiring the 
opportunity of attending school during the month of August. Hence, 
what is needed for the good of the children in this regard is not a shorter 
term of school but longer terms with better teaching. 

The argument that the first and last months of most rural schools nev- 
er amount to much is probably sound. However, the remedy for this is 
not to make the school term shorter but to make the teaching efficient 
during these months as well as for the rest of the year. To do this would 
undoubtedly necessitate the hiring of better qualified teachers. 

The argument that the children are needed at home to assist the 
family in meeting its economic needs may be correct, but it is a question 
as to whether or not the economic independence of the family should be 
bought at the expense of the child's future success. Cities everywhere 
prohibit child labor except in extraordinary cases and even then under 
the most stringent regulations. In Nebraska, the law requires that no 
child under 14 years of age may be permitted to work for any firm or 
corporation during the hours the public schools of the community in which 
he resides, are in session. At other times, such a child can only be em- 
ployed in certain occupations. No child between the ages of 14 and 16 
years of age may be permitted to work for any person or corporation 
until he has first secured an employment certificate from the proper 
authorities. To secure such an employment certificate the child must 
have completed the eight grade or its equivalent or he shall be in regular 
attendance in a night school. Furthermore, he shall give proof that he 
can read and legibly write simple sentences in the English language, that 
he isin sound health, and is physically able to perform the work he intends 
to do. Furthermore, he shall give proof that he attended school regularly 
the equivalent of three-fourths of the school year previous to applying for 
such certificate. This law has for its purpose the best interest of the child 
and the welfare of society. The interests of the rural child and the wel- 
fare of society, as well, require that while school is in session or should 
be in session, no rural child should be permitted to labor even on the 
father's farm or in the mother's kitchen without first having demonstrat- 
ed to the proper authorities that he possesses the same qualities required 
of a city child as set forth in the law paraphrased above. This is espec- 
ially true inasmuch as statistics show that rural health as a whole is on 
a lower plane than is the health of the city and because 70 per cent of 
child labor is said to be found in rural communities. The rural family 
must realize that it "cannot wring the dollars from child labor without 
facing a debit account in a future reckoning-" 



TABLE 1 1 

Length of Term 

1920— 19S>1 

Rank: From Lowest to Highest. 

Rank Days Dist. Rank Days Dist Rank Days Dist. 

1 135. 31 41 159. 62 81 176. 12 

2 139. 74 42 159. 85 82 176. 60 

3 140. 79 43 159. 103 83 176. 26 

4 140. 99 44 159. 107 84 176. 30 

5 146. 95 45 159. Ill 85 176. 47 

6 154. 58 46" 159. 113 86 176. 48 

7 154. 70 47 160. 32 87 176. 54 

8 154.5 80 48 160. 38 88 176.5 11 

9 154.5 90 49 160. 39 89 176.5 77 

10 155. 27 50 160. 42 90 177. 23 

11 155. 56 51 160. 51 91 177. 29 

12 155. 76 52 160. 106 92 177. 55 

13 155. 84 53 160. 66 93 177. 63 

14 155. 97 54 1-60. 71 94 177. 64 

15 156. 6 55 160. 104 95 177. 73 

16 156. 82 56 160. 115 96 177. 88 

17 156. 112 57 166.5 3 97 178. 1 

18 156.5 21 58 167. 35 98 178. 13 

19 157. 33 59 169.5 40 99 178. 44 

20 157. 45 60 171. 72 100 178. 52 

21 157. 89 61 171. 91* 101 178. 53 

22 157. 98 62 171.5 114 - 102 178. 67 

23 157.5 109 63 172. 119 103 178. 68 

24 158. 46 64 173. 9 104 179. 22 

25 158. 49 65 173. 93 105 180. 4 

26 158. 50 66 174. 5 106 180. 10 

27 158. 59 67 174. 7 107 180. 14 

28 158. 61- 68 174. 8 108 180. 43 

29 158. 65 69 174. 18 109 180. 69 

30 158. 78 70 174. 19 110 180. 75 

31 158. 81 71 174. 41 111 180. 87 

32 158. 83 72 174.5 16 112 180. 92 

33 158. 100 73 175. 15 113 180. 96 

34 158. 102 74 175. 17 114 180. 101 

35 158. 110 75 175. 28 115 180. 105 

36 158. 116 76 175. 36 116 180. 108 

37 158. 120 77 175. 57 117 180. 117 

38 159. 20 78 175. 86 

39 159. 25 79 175. 94 

40 159. 34 80 176. 2 

Average length of term in all districts each year 166.5 days. 
Median length of term in all districts each year 169.5 days. 

The schoolhouse in District 24 burned before the opening of school 
and no school was conducted in this District during the past year. 
For an interpretation of this table see page 11. 

District JVo 91 is now Consolidated Dist. No. 1. 



Buffalo County, Nebraska, School Survey u 



The argument that a long term of school would increase the taxes be- 
yond the amount tax payers are able to pay, may be true in some cases. 
However, a study of the taxes of Buffalo County will show that such is 
not the case in Buffalo County. It may be stated as a truism that the wel- 
fare of the child and the nation should never be curtailed at any expense. 
The very life of the individual and of the nation requires that the child 
shall have the very best schooling- possible in order that he may be fitted 
to perform the larger duties of citizenship. 

State aid should be given to all schools located in cornmunities 
Whose wealth is insufficient to provide proper educational facilities 
without endangering t^e economic welfare of its people. 

This phase of school taxation will be further discussed under Edu- 
cational Inequalities. 

Summary Of 1920-1921 School Term, Table II. 

The school term in the different districts varied from 135 days to 180 
days. 

104 schools were open less than 180 days or 9 months 

59 " " " " " 170 " " 8.5 " 

46 " " " " " 160 " " 8 " 

5 " " " " " 150 " " 7.5 " 

2 " " " " " 140 " " 7 " 

Is The School Term Increasing in Length? 







I9I3-20 


1920-21 


Number of schools open less than 


9 months 


117 


104 


a a a (< a a 


8.5 " 


76 


59 


a a a 6( a cc 


8 " 


50 


46 


(( (4 ( { (( ii (( 


7.5 " 


8 


5 


u a a a a a 


7 " ' 


2 


2 


Average length of term in days of all the schools 


163.8 


166.5 


Median " " " " " < 


i a a i i 


163.6 


169.5 



Average number of days the school term was lengthened on an average 
in all districts in 1920-21 over the average length of term each year 1913- 
20 inclusive: -- 2.7 days. 

Per cent of increase in the length of term on an average in all dis- 
tricts in 1920-21 over the average length of term each year 1913-20 in- 
clusive: 1.6 per cent 

fit this rate of increase the average school will reach the mini- 
mum length of term in 24.1 years. 









TABLE 1 1 1 














Average Yearly Census 
















1913— 192C 














Rank: From Lowest 


to Highest. 






Rank 


Pupils 


Dist. 


Rank 


Pupils 


Dist 


Rank 


Pupils 


Dist 


1 


10.6 


89 


41 


25. 


87 


81 


36.6 


18 


2 


12.2 


107 


42 


25. 


no 


82 


37.1 


82 


3 


12.5 


28 


43 


25.2 


17 


83 


37.7 


57 


4 


12.9 


117 


44 


25.2 


92 


84 


38.4 


51 


5 


13.9 


115 


45 


25.4 


79 


85 


38.5 


5 


6 


14.4 


58 


46 


25.6 


33 


86 


39.4 


21 


7 


14.7 


86 


47 


25.6 


68 


87 


39.4 


34 


8 


15.6 


111 


48 


25.6 


77 


88 


40. 


85 


9 


15.7 


31 


49 


25.9 


46 


89 


4C.7 


109 


10 


16. 


108 


50 


26.2 


44 


90 


40.9 


43 


11 


16.7 


98 


51 


26.4 


45 


91 


40.9 


66 


12 


17.4 


74 


52 


26.6 


50 


92 


41. 


35 


13 


17.5 


42 


53 


26.6 


75 


93 


42. 


22 


14 


18. 


93 


54 


26.6 


94 


94 


42.6 


97 


15 


18.3 


1 


♦ 55 


27. 


112 


95 


43.6 


63 


16 


18.7 


73 


56 


27.4 


96 


96 


44.2 


64 


17 


18.7 


95 


57 


27.5 


40 


97 


45.2 


26 


18 


19.1 


6 


58 


27.7 


59 


98 


46. 


24 


19 


19.4 


99 


59 


28.4 


81 


99 


47.6 


13 


20 


19.6 


116 


60 


28.5 


90 


100 


48.1 


3 


21 


19.9 


20 


61 


28.7 


25 


101 


48.5 


47 


22 


20. 


53 


62 


28.7 


71 


102 


48.7 


41 


23 


20.4 


78 


63 


29. 


32 


103 


50.9 


36 


24 


20.4 


88 


64 


29.1 


56 


104 


51.9 


101 


25 


20.5 


4 


65 


29.6 


80 


105 


52.6 


23 


26 


20.6 


102 


66 


30.7 


113 


106 


54.1 


16 


27 


21.4 


65 


67 


31. 


76 


107 


58.1 


11 


28 


21.5 


84 


68 


31.6 


61 


108 


60.9 


60 


29 


21.9 


39 


69 


32. 


114 


109 


64.5 


15 


30 


22.1 


48 


70 


32.1 


106 


110 


83.4 


12 


31 


22.1 


103 


71 


32.2 


67 


111 


93.1 


119 


32 


22.2 


29 


72 


32.4 


83 


112 


96.6 


105 


33 


22.5 


62 


73 


33. 


72 


113 


107.7 


54 


34 


23.1 


10 


74 


33.5 


8 


114 


173.9 


9 


35 


23.2 


49 


75 


34.1 


91 


115 


267. 


2 


36 


23.7 


100 


76 


34.6 


52 


116 


343.4 


19 


37 


24. 


70 


77 


34.6 


120 


117 


441.1 


69 


38 


24. 


104 


78 


35.4 


14 


118 


2236.6 


7 


39 


24.7 


27 


79 


35.6 


30 








40 


24.9 


38 


80 


35.9 


55 









The foregoing table shows that the school census in the different 
districts ranged from 10.6 to 2,236.6. (\ more detailed interpretation 
is offered on page 13. 



Buffalo County. Nebraska, School Survey is 

Summary of 1913-1920 School Census, Table III. 

The school census, that is the official record of the number of persons 
of school age, varied in different districts from 10.6 pupils to 2236.6 pupils. 

65 schools had a census of less than 30 pupils 
40 " " " " " " " 25 

21 " " u " " " " 20 " 



9 schools had a census of more than 75 pupils 

6 " " " " " " " 100 

4 " " " " " " " 200 

3 u " " " " " " 300 " 

2 " " " " " " " 400 

1 " 2200 " 

One Way by Which More Than Half of The Schools Waste Money 

The maximum teaching- load of grade teachers in the Kearney* Public 
Schools is 40 pupils. The maximum teaching load of a grade teacher in the 
Columbus* Schools is 35 pupils. The best educational authorities say that a 
maximum teaching load of a grade teacher should be 30 pupils. Assuming 
that 30 pupils should be the maximum teaching load of a grade teacher, 
there are two reasons why 65 schools of Buffalo County never can attain 
their maximum efficiency under the present system of organization. 

In the first place, these 65 districts have fewer than 30 pupils of school 
age in their respective districts. Hence, from this point alone, these 65 
schools never can overcome this waste under the present system of dis- 
trict organization. In the second place, a city school gives a teacher 
pupils of but one grade whereas the district school compels the teacher 
to scatter her energies in the instruction of from four to eight grades. 
Consequently, even tho each of these districts did have thirty pupils of 
school age, they could not in any sense be made efficient. 

The Remedy. 

Consolidation of schools to the extent that each grade teacher of the 
school system will have a maximum teaching load of 30 pupils, and pupils 
of but one grade is the remedy that will stop this waste. It is important 
to keep this in mind for it will be pointed out in the study of the enroll- 
ment and the average Daily Attendance, that the waste in these schools is 
even greater than that noted here and that it affects many more schools. 

* Nebraska. 









TABLE IV 
















CENSUS 
















1920—1921 














Rank 


: From Lowest to Highest. 






Rank 


Census 


Dist. 


Rank 


Census 


Dist. 


Rank 


Census 


Dist. 


1 


11 


20 


41 


22 


95 


81 


37 


113 


2 


13 


65 


42 


23 


27 


82 


38 


83 


3 


13 


77 


43 


23 


108 


83 


38 


114 


4 


13 


89 


44 


23 


120 


84 


39 


26 


5 


14 


28 


45 


24 


48 


85 


39 


104 


6 


14 


29 


46 


24 


111 


86 


40 


85 


7 


14 


94 


47 


25 


44 


87 


41 


57 


8 


14 


98 


48 


25 


46 


88 


42 


51 


9 


15 


4 


49 


25 


100 


89 


42 


64 


10 


15 


50 


50 


26 


70 


90 


42 


101 


11 


16 


6 


51 


26 


32 


91 


43 


33 


12 


16 


58 


52 


26 


67 


92 


43 


35 


13 


16 


86 


53 


26 


99 


93 


44 


5 


14 


16 


90 


54 


26 


102 


94 


44 


22 


15 


16 


93 


55 


27 


21 


95 


45 


*91 


16 


16 


116 


56 


27 


75 


96 


48 


34 


17 


17 


31 


57 


27 


76 


97 


49 


16 


18 


17 


71 


58 


27 


92 


98 


50 


13 


19 


18 


107 


59 


28 


10 


99 


50 


47 


20 


18 


112 


60 


28 


53 


100 


51 


63 


21 


18 


115 


61 


28 


80 


101 


54 


30 


22 


19 


1 


62 


28 


81 


102 


55 


60 


23 


19 


66 


63 


28 


87 


103 


55 


23 


24 


19 


79 


64 


29 


17 


104 


57 


11 


25 


20 


45 


65 


29 


38 


105 


60 


97 


26 


20 


68 


66 


29 


96 


106 


65 


41 


27 


20 


74 


67 


30 


106 


107 


71 


36 


28 


20 


84 


68 


31 


8 


108 


88 


15 


29 


20 


103 


69 


31 


14 


109 


103 


12 


.30 


21 


40 


70 


31 


52 


110 


103 


105 


31 


21 


42 


71 


31 


55 


111 


103 


119 


32 


21 


49 


72 


31 


59 


112 


104 


54 


33 


21 


62 


73 


31 


82 


113 


215 


9 


34 


21 


78 


74 


31 


109 


114 


307 


19 


35 


21 


88 


75 


32 


25 


115 


322 


2 


36 


21 


110 


76 


33 


3 


116 


409 


69 


37 


21 


117 


77 


34 


18 


117 


2350 


7 


38 


22 


39 


78 


36 


56 








39 


22 


72 


79 


36 


61 








40 


22 


73 


80 


37 


43 









The foregoing table shows that the school census in the different 
districts ranged from II to 2,350. (\ more detailed interpretation of 
this table together with a comparative analysis of Tables 3 and 4 
will be found on page 16. 

* Consolidated District No. 1 



How More Trjan Ooe-Half of Buffalo County Schools 
Waste Money and Why Results are Poor e 



Number of Pupils 
the Grade Teacher 



This Waste Cannot 
be Overcome by Our 
Present Systen) be- 
cause 



kfti 



3f 



30 



13.2 



13,2 

AVERAGE 
DAILY 
ATTENDENCE 



30 

MAXIMUM 
TEACHING 
LOAD 



28.4 

OR FEWER, 
CENSUS 



CHART I 



16 



Nebraska State Teachers College, Kearney 



Summary Of 1920-1921 School Census, Table IV. 

In 1920-21 the school census varied in the different districts from 11 
persons to 2,350 persons. 

66 schools had a census of less than 30 pupils. 

46 " " " " " " " 25 " 

24 " " ,l " " " " 20 " 

^ u (( <( a u a u ,* a 



10 schools had a census of more than 75 pupils 

9 " " " " " " « 100 " 

5 k ' " " " " " " 200 " 

4 " " " " " " " 300 " 

2 " " " " " " " 400 " 

1 " " " " " " "2200 " 

Is The School Census Increasing? 





1913-20 


1920-21 


q 30 in census 65 


66 


25" 


" 40 


46 


20 " 


" 21 


24 


15" 


" 7 


8 


75" 


" 9 


10 


100 " 


6 


9 


200 " 


" 4 


5 


300 " 


3 


4 


400 " 


" 2 


2 


2200 " 


1 


1 




7099.2 


7231. 


; schools 


60.1 


61.2 


" 


28.45 


28. 



Total school census 

Average school census of all the schools 
Median " " " ' 

Average per cent of increase in the census of all the schools in 1920-21 over 
the average yearly census of the period 1913-20 inclusive: 1.8 per cent. 

Percent of decrease in the median census of all the schools in 1920-21 un- 
der the median yearly census of the period 1913-20 inclusive: 1.5 per cent. 

The precedirjg comparative study shows that while there is an in- 
crease in the total census of the county for 1920-21 over that of the 
average yearly census for the period 1913-20, yet there is not the same 
proportionate increase in all districts of the county. 

The figures show (1) that on a whole there is a decrease in the census 
of the country districts while there is an increase in the census of city 
districts, and (2) that the increase in the city districts is greater than the 
decrease in the the country districts. 

This may be due to one or more of the following* causes: 

1. A decrease in the size of the rural family. 

2. An increase in the size of the town family. 

.'>. A movement of population from the country to the towns. 
4. That less care was exercised in taking the census in rural dis- 
tricts than in town districts. 



Nebraska State Teachers College, Kearney 17 



Table V 

Showing- inconsistencies in the 1920-21 census of Buffalo County 
schools as found in the Annual Report of County Superintendent to the 
State Superintendent, the Annual Report of Director to the County Super- 
intendent, and Census Report of the Director to the County Superintendent. 





Annual Report of 


Annual Report of 


Census Report 


of 


Dist. 


Co. 


Superintendent 


Director to County 


Director to County 


Key 


to 


the 


State 


Superintendent 


Superintendent. 




Number 


Superintendent. 
















MALE 


FEMALE 


TOTAL 


MALE FEMALE 


TOTAL 


MALE 


FEMALE TOTAL 


la 


19 


14 


33 


a 


a 


a 


19 


14 


33 


2a 


1215 


1135 


2350 


1215 


1135 


2350 


b 


b 


b 


3a 


116 


99 


215 


116 


99 


215 


117 


98 


215 


4a 


32 


25 


57 


32 


25 


57 


25 


32 


57 


5a 


16 


15 


31 


16 


15 


31 


15 


15 


30 


6a 


11 


18 


29 


11 


18 


29 


12 


16 


28 


7a 


21 


13 


34 


a 


a 


a 


29 


20 


49 


8a 


12 


15 


27 


12 


15 


27 


13 


15 


28 


9a 


28 


27 


55 


28 


27 


55 


30 


27 


57 


10a 


19 


15 


34 


19 


15 


34 


20 


16 


36 


11a 


14 


9 


23 


14 


9 


23 


13 


9 


22 


12a 


6 


8 


14 


6 


8 


14 


6 


9 


15 


13a 


10 


4 


14 


10 


4 


14 


16 


6 


22 


14a 


35 


19 


54 


35 


19 


54 


36 


16 


52 


15a 


20 


23 


43 


20 


23 


43 


19 


24 


43 


16a 


14 


8 


22 


14 


8 


22 


14 


9 


23 


17a 


37 


28 


65 


37 


28 


65 


17 


22 


39 


18a 


13 


11 


24 


13 


11 


24 


13 


9 


22 


19a 


14 


14 


28 


a 


a 


a 


14 


14 


28 


20a 


47 


57 


104 


47 


57 


104 


60 


59 


119 


21a 


15 


16 


31 


15 


16 


31 


13 


15 


28 


22a 


20 


21 


41 


a 


a 


a 


26 


15 


41 


23a 


15 


16 


31 


15 


16 


31 


14 


17 


31 


24a 


33 


22 


55 


a 


a 


a 


33 


22 


55 


25a 


25 


17 


42 


25 


17 


42 


26 


18 


44 


26a 


8 


15 


23 


8 


5 


13 


8 


5 


13 


27a 


11 


8 


19 


a 


a 


a 


11 


8 


19 


28a 


182 


227 


409 


182 


227 


409 


196 


212 


408 


29a 


10 


3 


13 


10 


3 


13 


8 


6 


14 


30a 


10 


9 


19 


a 


a 


a 


10 


9 


19 


31a 


19 


9 


28 


a 


a 


a 


19 


9 


28 


32a 


11 


9 


20 


a 


a 


a 


11 


9 


20 


33a 


8 


13 


21 


8 


13 


21 


9 


14 


23 


34a 


9 


4 


13 


9 


4 


13 


6 


2 


8 


35a 


10 


6 


16 


10 


6 


16 


9 


6 


15 


36a 


12 


10 


22 


12 


10 


22 


10 


9 


19 


37a 


22 


17 


39 


22 


17 


39 


22 


16 


38 


38a 


50 


53 


103 


50 


53 


103 


50 


52 


102 


39a 


9 


9 


18 


9 


9 


18 


9 


8 


17 


40a 


11 


10 


21 


11 


10 


21 


14 


13 


27 


41a 


17 


21 


38 


17 


21 


38 


18 


20 


38 


42a 


7 


11 


18 


7 


11 


18 


9 


11 


20 


43a 


11 


5 


16 


11 


5 


16 


13 


3 


16 


44a 


56 


47 


103 


56 


47 


103 


51 


52 


103 



In order not to embarrass any community, in this table, no district is designated by its true 
number. Instead, a key number is used to represent each district. A copy of this table showing 
the districts by their true numbers is available to the public in the records of The Nebraska 
State Teachers College at Kearney. 

(a) Indicates no report. 

(b) Reported but -figures incorrect and report withdrawn for correction. 



ts Xkhkasiva State Teachers College, Kearney 



Is The Census as Given in The Annual Report of The Director, Correct? 

Under the subject of School Records and Reports will be considered 
the present district and county school reports and how they can be im- 
proved. In this place, we shall merely determine (1) whether or not the 
census as given in the Director's Annual Report is correct and (2) if it is 
taken and filed as required by law. 

The table on the preceding- page contains a copy of the census for 
1920-21 as given respectively in the Annual Report of the County Su- 
perintendent to the State Department of Education, in the Annual Report 
of the Director to the County Superintendent, and in the Census Report 
of the Director to the County Superintendent, but only of the districts in 
which these reports do not coincide or in cases where the Director failed 
to report. 

A study of this table shows that in 1920-21 there were the following 
variations in these three reports: 

1. Forty-Four districts, or 37.2 per cent of all districts in the county, had 

variations in two or more of these reports or failed to give the 
census in the Director's Annual Report. 

2. Twenty-six districts, or 22 per cent of all the districts in the county, 

showed variations in their total census. 

3. Twenty-seven districts, or 22.8 per cent of all the districts in the 

county, showed variations in number of males in the census. 

4. Twenty-seven districts, or 22.8 per cent of all the districts in the 

county, showed variations in the number of females in the census. 

5. Nine districts, or 7.6 per cent of all the districts in the county, failed 

to report the census in the Director's Annual Report as required by 
law. 

6. One district whose Census Report was filed with the County Su- 

perintendent and later withdrawn in order that corrections might be 
made and whose corrected census had not been filed a second time 
with the County Superintendent on August 25, 1921 which is the date 
on which this part of the survey is being written, (a) 

7. One error in transcribing the census figures from the Directors' 

Annual Reports to the County Superintendent's Report. 

Other Irregularities Found in The Director's Annual Report and in The 
Director's Census Report. 

A table similar to Table 4, showing certain other irregularities in the 
filing of the Director's Annual Report and the Director's Census Report, 
is on file in the records of the Nebraska State Teachers College, at Kearney. 

This table shows the following irregularities in the Director's Annual 
Report: 

1. Seventeen districts, or 14.4 per cent of all districts, failed to date the 

Director's Annual Report. 

2. The Directors of two districts, or 1.6 per cent of all districts, 

failed to sign the Director's Annual Report. 

(a) Tbis district hired "a young: fellow" to take its census. When his report was filed the 
County Superintendent and the County Clerk found at least a dozen families whose children 
were not listed in the report. Because of this the school board of this district withdrew the 
report and appointed a committee to correct the report. At this writing-, Aug-ust 25, 1921, the 
work of this committee is not yet finished but a member of this school board has just informed 
the County Superintendent over the telephone, that the committee has already found 500 
persons of school ajje whose names did not appear on the census report as it was first filed. 



Buffalo County, Nebraska, School Survey 19 



3. Six districts, or 5 per cent of all districts, failed to have the Direct- 

or's Annual Report made under oath. 

4. The Directors' Annual Reports of 4 districts, or of 3.3 percent of all 

districts, were neither dated nor sworn to. 

5. The Director's Annual Report of one district was not dated, signed, 

or sworn to. 

6. Fourteen districts, or 11.8 per cent of all districts, filed the Direct- 

ors' Annual Reports after the time required by law. 

7. The law requires that the Director's Annual Report shall be made 

within 10 days after the annual district meeting. Accordingly, in 

1921, noDirector's Annual Report could be made until on or after 

June 13, 1921. Yet, one Director's Annual Report bears the date 

of June 4, 1921. 

The law (l) requires that the Director's Annual Report must be filed 

in the office of the County Superintendent within 10 days after the annual 

district meeting. In 1921, this would require that the annual report be in 

the Office of the County Superintendent on or before June 23, 1921. 

But fourteen districts, or 11.8 per cent of all districts, failed to file the 
Director's Annual Report in the Office of the County Superintendent until 
after this date. One district filed its report more than two weeks late. 

The same table shows the following irregularities in the Directors' 
Census Reports: 

1. Twenty-five districts, or 21.1 per cent of all districts, failed to date 

the Director's Census Report. 

2. The Directors of 15 districts, or 12.7 per cent of all districts, failed 

to sign the Director's Census Report. 

3. Twenty-eight districts, or 23.7 per cent of all districts, failed to have 

the Director's Census Report made under oath. 

4. The Director's Census Report of 16 districts, or of 13.5 per cent of 

all the districts, were neither dated nor sworn to. 

5. The Directors' Census Report of 15 districts, or of 12.7 per cent of 

all the districts, were neither signed by the Directors nor sworn to. 

6. The Director's Census Report of 12 districts, or of 10. 1 per cent of 

all the districts, were not dated, signed, or sworn to. 

7. Fifteen districts, or 12.7 per cent of all the districts, filed the Direct- 

or's Annual Report after the time required by law. 

8. The law(2y» requires that the census shall be taken within tendays 

previous to the annual district meeting. 

In 1921, the census would accordingly have to be taken between 
the third and thirteenth of June. Yet, the Director's Census Report of 
three districts, or 2,5 per centof all districts, bear dates earlier than 
June 3, 1921. 

Other Inconsistences Found in Director's Annual Report and Director's Census 

Report 

Fifteen of the district directors who made and signed the Director's 
Annual Report and the Director's Census report under oath, on the same 
day, give different census figures in the two reports. 

The variations in these figures range from one to three persorjs in 
the total census, while the difference in the figures giver) respectively 
for roales and feroales varies as much as 15. 

(1) Article IV., Section 6774-80, Pages 48-50 1921-1922 School Laws of 
Nebraska, K-B Printing Co., Omaha, JV"e&. 



?o Buffalo County, Nebraska, School Survey 



Seven of the district directors who made and signed the Director's 
Annual Report and the Director's Census Report under oath on different 
days, give variations of from 1 to 26 persons in the census figures of the 
two reports. One district tiled the reports 4 days apart. 

Ttye two reports srjow a variation of 15 in i he total census. 
Another district filed the reports 19 days apart. Twenty-six is the 
variation in the census of its two reports. 

One district which did not date, sign, or swear to the Director's Cen- 
sus Report gave a total of 8 persons more in the Directors' Census Report 
than it did in the census figures given in the Directors' Annual Report, 
which was dated, signed, and sworn to. 

In this case there were 57.1 per cent more persons listed in the 
Directors' Census Report trjan in the Director's flnnual Report, 

These Variations in The School Census Report Indicate 

1. Tr;at less than 72.8 per cent of the districts reported the census 
with certainty of its correctness 

2. That school boards and the people generally attach no importance to 
the enumeration of children of school age. This is especially true since 
there is no penalty for not taking the enumeration and making a correct 
return of the same except that the school board is liable to the district for 
only such school moneys "which such district may lose by such neglect. "(1) 

Since the only money a district can lose by such neglect is its state 
apportionment and since this is never but a very small sum per person 
of school age, the incentive coming from this source to make an accurate 
census report is small. The sum that the average district with its small 
number of children of school age can possibly lose from not making a 
correct enumeration is small. Consequently, most people feel that what 
little can be gained from an accurate report is not worth the effort that is 
required to make it. 

3. That school boards and people in general have had no training that 
willenable them to make or interpret accurate reports in terms of other 
than that of immediate money returns to them. 

4. That the school census reports as now made and returned lack the 
yalue they could have in indicating important educational facts and ten- 
dencies of the respective districts and counties as well as of the state tak- 
en as a whole. 

5. That the per cent of town and city school boards who realize 
the importance of an accurate census report filed as required by 
law is little larger, if any, than is the per cent of county school boards 
who realize the importance of such a census report. 

The Cause of This Indifference 

This general indifference toward school census reports on the part of 
school boards and the general public is largely due to the fact that no 
benefits other than the state apportionment have come to the districts as 

(2) Article IV, Section 6779-80, page 50, 1921-22 School Laws of JSe- 
oraska. K-B Printing Co., Omaha. 



Buffalo County, Nebraska, School Survey $1 



a result of making- these reports. No state or county authorities in Ne- 
braska ever compile school census reports and make interpretations of them 
in such a way that the common people can see any value to the effort re- 
quired in making* exact school census reports. And as has been previous- 
ly pointed out, a district's share of the state apportionment can be got 
almost as well on a report that is "about right" and filed "about on 
time" as if it is absolutely right and filed at the exact time required by 
law. Why then should school boards take pains to make and file perfect 
census reports? 

Futhermore, since the members of almost every school board serve 
without compensation, there is a tendency on the part of the public to 
excuse the school officer who fails to perform his duties, so long as the af- 
fairs of the district are "fairly well handled". The common saying is, 
"John Smith is a good fellow. He does what he thinks is best for the dis- 
trict. We couldn't get anybody who would do it any better. And since he 
doesn't get any pay tor it, why, we can't expect too much". 

And, finally, although in 1921, 28 district directors, or 23.7 per cent 
of all district directors, filed the census report without verifying it under 
oath, these directors cannot be punished unless the reports are so made 
that the respective districts lose school moneys thereby. Since these di- 
rectors did not swear to the correctness of their respective census reports 
they cannot be held for perjury even though the report is not correct. 
Consequently, if a director but list enough persons in his census re- 
port, he car; suffer no penalty ever) though it is Qot correct. 

The Remedy 
Several steps must be taken to guarantee the exact enumeration of 
all persons of school age and the filing of this enumeration as required by 
law. Of these the following are the chief steps: 

1. A higher minimum compulsory education of all persons of school age. 

2. By means of state and county reports, make it clear that no effective 
compulsory education law can be enforced without a perfect census 
report filed at a specified time. 

3. By means of state and county reports make clear to the people how 
well the compulsory education law is enforced in the respective districts 
and counties, at what cost, and with what results. 

4. Have the greater portioo of the cost of conducting the schools 
raised by a state tax and distributed by the state on the basis 
of b ow well the respective districts enforce school attendance of 
all persons included in the census. 

5. Change the time of taking the census from the time now required by 
law, which is during the first half of June, to the ten days immediate- 
ly preceding the opening of the school term. 

6. Provide for the taking of a continuous census throughout the 
school year. This part of the census enumeration should be a 
part of the duty of the of the truant officers off the district. 

7. Provide a system of fines and imprisonment for neglect to make correct 
enumeration of all persons of school age in the district and for failure to 
file this enumeration as required by law. 

8. Inasmuch as it is unwise to put school board members on a salary, it 
cannot be expected that school boards shall do the detail work cat- 
lined in the above steps. Instead, the schoolboard should be expected 
only to outline the educational policy that should be pursued in the 
district and to see to it that that policy is carried out. They should 
be given sufficient funds to employ the necessary supervisors, 
teachers, truancy officers, and clerical help effectively to carry out the 
policies of the district. 



a Nebraska State Teachers College, Kearney 

TABLE V I 

Average Yearly Enrollment 

1913-1920 

Rank: From Lowest to Highest 



Hank 


Enroll- 


Dist. 


Rank 


Enroll- 


Dist. 


Rank 


Enroll- 


Dis 




ment 






ment 






ment 




1 


6.7 


28 


41 


16.7 


112 


81 


24.1 


71 


2 


7. 


98 


42 


16.9 


49 


82 


24.4 


14 


3 


8.4 


31 


43 


16.9 


114 


83 


24.5 


83 


4 


8.8 


1 


44 


17.1 


84 


84 


24.7 


43 


5 


9.4 


117 


45 


17.5 


81 


85 


25.7 


18 


6 


9.7 


107 


46 


17.5 


90 


86 


26.9 


91 


7 


10.1 


89 


47 


17.6 


38 


87 


27.6 


24 


8 


10.5 


115 


48 


17.6 


44 


88 


27.7 


34 


9 


10.9 


95 


49 


17.6 


77 


89 


28.2 


66 


10 


11. 


111 


50 


18. 


70 


90 


28.? 


3 


11 


11.1 


58 


51 


18.3 


17 


91 


29.4 


64 


12 


11.5 


86 


52 


18.4 


45 


92 


29.5 


85 


13 


11.7 


93 


53 


18.6 


92 


93 


29.7 


5 


14 


12. 


65 


54 


18.7 


80 


94 


29.9 


57 


15 


12.4 


74 


55 


18.9 


87 


95 


30.7 


47 


16 


12.5 


48 


56 


19.5 


10 


96 


30.9 


26 


n 


12.7 


42 


57 


19.6 


75 


97 


31.8 


22 


18 


13.1 


108 


58 


19.7 


33 


98 


32.7 


82 


19 


13.4 


102 


59 


19.7 


40 


99 


33.6 


97 


20 


13.6 


53 


60 


20.1 


120 


100 


35.1 


63 


21 


13.6 


100 


61 


20.5 


46 


101 


35.5 


36 


22 


14.1 


62 


62 


20.5 


106 


102 


35.7 


23 


23 


14.7 


88 


63 


20.9 


25 


103 


35.9 


13 


24 


15.1 


6 


64 


20.9 


94 


104 


35.9 


101 


25 


15.1 


110 


65 


21.2 


56 


105 


39.2 


41 


26 


15.2 


4 


66 


21.2 


79 


106 


45.1 


16 


27 


15.2 


20 


67 


21.5 


113 


107 


46.9 


11 


28 


15.2 


103 


68 


22. 


32 


108 


56.2 


12 


29 


15.6 


29 


69 


22.1 


21 


109 


59.6 


60 


30 


15.6 


61 


70 


22.4 


8 


110 


60.1 


15 


31 


15.6 


116 


71 


22.5 


76 


111 


82.1 


119 


32 


15.9 


96 


72 


22.5 


109 


112 


85.4- 


105 


33 


16. 


27 


73 


22.6 


52 


113 


96.5 


54 


34 


16. 


99 


74 


22.6 


72 


114 


173. 


9 


35 


16.1 


39 


75 


22.7 


55 


115 


260.5 


2 


36 


16.5 


104 


76 


22.9 


30 


116 


348.6 


19 


37 


16.6 


78 


77 


23.2 


67 


117 


414.6 


69 


38 


16.7 


50 


78 


23.5 


59 


118 


1714.1 


7 


39 


16.7 


51 


79 


23.7 


35 








40 


16.7 


73 


80 


24.1 


68 









The foregoing table shows that the average yearly enrollment 
during the period 1913-20 varied from 6.7 pupils to 1,714.1 pupils. (\ 
further interpretation of this table is given on page 23. 



Buffalo County, Nebraska, School Survey 



2S 



5 


it 


a a 


4 


a 


it n 


3 


a 


a u 


2 


a 


a a 


1 


a 


it t( 



Summary Of 1913-1920 School-Enrollment, Table VI. 

The enrollment varied in the different districts from 6.7 pupils to 1714.1 
pupils. 

94 schools had an enrollment of less than 30 pupils. 

OA a an a ' a a n 95 " 

kq u it 11 u u u n on " 

90 (( C( it 11 it (( l< If ( 4 

a (4 ( ( ( ( ( ( ( < u ( ( i|j U 

8 schools had an enrollment of more than 75 pupils. 

" " " " 100 " . 

" " " " 200 " . 

u 1. (c ,1 300 « 

" " " " 400 " 

" " " 1700 " . 

One way The Tax payer's Money Is Squandered 

The tax payer pays school taxes to conduct school in his district 
for all of the children of school age. (1) 

The state apportions over and above this a certain sum of the tax 
payer's money to each school district of the state on the basis of the num- 
ber of children of school age in the respective districts. In Buffalo County 
a tremendous waste comes as a result of these two practices, because many 
children of school age took no advantage of the educational opportunities 
offered, for of the 118 districts in the county 110 enrolled less than 90 per 
cent of the children of school age, and other schools similarly fell short as 
shown in the following 

Summary of Per Cent of Census Enrolled 1913-20, 
Table VII, (As printed on the following page.) 



110 enrolled less than 90 per cent of children of school age 

94 " " " 80 " " " " " 

no u u it nz it it a n a 

52 enrolled less than 70 per cent of the children of school 



32 

17 

4 

2 



65 
60 
50 
45 



age. 



This waste can be shown in still another way. 

Every year school was in session in each district of 
Buffalo county ri)any children of school age did not attend 
school one day. 



(1) This will be further discussed under Educational Inequalities 



$4 Nebraska State Teachers College, Kearney 

TABLE V II 
Average Per Cent of Census Enrolled Each Year 

1913-1920 

Rank: From Lowest to Highest 



ilank 


Per 


Dist. 


Rank 


Per 


Dist. 


Rank 


Per 


Dis 




Cent 






Cent 






Cent 




1 


41.8 


98 


41 


68.1 


53 


81 


76.6 


7 


2 


43.6 


51 


42 


68.2 


26 


82 


76.7 


20 


3 


47.8 


1 


43 


68.7 


72 


83 


77.1 


33 


4 


49.4 


61 


44 


68.7 


104 


84 


77.3 


5 


5 


52.7 


114 


45 


68.8 


77 


85 


77.4 


58 


6 


53.2 


31 


46 


68.9 


14 


86 


78.4 


94 


7 


54. 


28 


47 


68.9 


103 


87 


78.7 


91 


8 


55.2 


109 


48 


69.1 


66 


88 


78.9 


97. 


9 


56.1 


95 


49 


69.2 


101 


89 


79.1 


6 


10 


56.1 


65 


50 


69.6 


36 


90 


79.1 


57 


11 


56.2 


21 


51 


69.7 


45 


91 


79.2 


46 


12 


56.5 


48 


52 


69.9 


113 


92 


79.6 


107 


13 


57.4 


100 


53 


70.2 


29 


93 


79.6 


116 


14 


57.9 


35 


54 


70.3 


18 


94 


79.6 


84 


15 


58. 


96 


55 


70.4 


111 


95 


80.5 


41 


16 


58.1 


120 


56 


70.5 


34 


96 


80.5 


63 


17 


59.7 


3 


57 


70.8 


38 


97 


80.6 


11 


18 


60.1 


24 


58 


71.2 


74 


98 


81.6 


78 


19 


60.2 


110 


59 


71.8 


40 


99 


82. 


108 


20 


60.5 


43 


60 


72.1 


67 


100 


83.4 


16 


21 


61.4 


90 


61 


72.4 


88 


101 


83.7 


79 


22 


61.7 


81 


62 


72.6 


49 


102 


83.9 


71 


23 


62. 


112 


63 


72.6 


76 


103 


84.3 


10 


24 


62.8 


62 


64 


72.6 


25 


104 


84.7 


59 


25 


62.9 


50 


65 


72.8 


17 


105 


85.3 


99 


26 


63.3 


80 


66 


72.8 


117 


106 


88.2 


119 


27 


63.4 


47 


67 


72.9 


42 


107 


88.2 


82 


28 


63.4 


55 


68 


73. 


56 


108 


88.4 


105 


29 


63.8 


106 


69 


73.7 


39 


109 


89.3 


73 


30 


64.2 


30 


70 


73.7 


75 


110 


89.6 


54 


31 


64.6 


27 


71 


73.7 


85 


111 


93.2 


15 


32 


64.8 


102 


72 


73.8 


92 


112 


94.1 


69 


33 


65.2 


86 


73 


74.4 


4 


113 


94.2 


68 


34 


65.3 


93 


74 


75. 


70 


114 


95.3 


89 


35 


65.3 


52 


75 


75.3 


13 


115 


97.6 


2 


36 


66.4 


64 


76 


75.5 


87 


116 


97.9 


60 


37 


66.8 


8 


77 


75.7 


83 


117 


99.5 


9 


38 


67.1 


44 


78 


75.7 


115 


118 


101.5 


19 


39 


67.5 


32 


79 


75.9 


32 








40 


67.9 


23 


80 


75.9 


22 









The foregoing table shows that the average per cent of the cen- 
sus enrolled each year for the period 1913-20 ranged from 41.8 per 
cent to 101.5 per cent. (\ further interpretation of this table is found 
on page 23. 



Buffalo County. Nebraska, School Survey £5 

TABLE VIII 

Average Daily Loss Each Year Through Failure to Enroll 

1913-20 

Rank: From Lowest to Highest 

RANK PUPILS DIST. 

1 

2 
3 

4 
5 

6 

7 

8 

9 

10 
11 
12 
13 
14 
15 
16 
17 
18 
19 
20 
21 
22 
23 
24 
25 
26 
27 
28 
29 
30 
31 
32 
33 
34 
35 
36 
37 
38 
39 
40 

The above table shows that the average daily loss to school districts 
each year, through failure to enroll, ranged from 0.5 to 522.5 pupils. In 
the latter case, at least, ten additional teachers would have been requir- 
ed if these pupils had enrolled. A more detailed interpretation of this 
table is found on page 26. 



'UPILS 


DIST. 


RANK 


PUPILS 


DIST. 


RANK 


PUPILS 


DIST. 


.5 


89 


41 


6.6 


92 


81 


10.9 


80 


.9 


9 


42 


6.9 


103 


82 


10.9 


81 


1.2 


60 


43 


6.9 


17 


83 


10.9 


18 


1.5 


68 


44 


7. 


32 


84 


11. 


14 


2. 


73 


45 


7. 


75 


85 


11. 


90 


2.5 


107 


46 


7.2 


91 


86 


11. 


119 


2.7 


99 


47 


7.2 


102 


87 


11.2 


8 


2.9 


108 


48 


7.3 


38 


88 


11.2 


11 


3.2 


58 


49 


7.4 


31 


89 


11.2 


54 


3.2 


86 


50 


7.5 


104 


90 


11.2 


105 


3.4 


115 


51 


7.7 


40 


91 


11.5 


96 


3.5 


117 


52 


7.9 


25 


92 


11.6 


34 


3.6 


10 


53 


7.9 


56 


93 


11.6 


106 


3.7 


78 


54 


7.9 


57 


94 


11.7 


13 


4. 


6 


55 


7.9 


83 


95 


12. 


52 


4. 


116 


56 


8. 


45 


96 


12.6 


66 


4.1 


79 


57 


8. 


77 


97 


12.7 


30 


4.2 


59 


58 


8.4 


62 


98 


13.1 


55 


4.4 


15 


59 


8.5 


63 


99 


14.4 


26 


4.4 


82 


60 


8.5 


76 


100 


14.5 


120 


4.4 


84 


61 


8.5 


95 


101 


14.9 


64 


4.6 


20 


62 


8.6 


44 


102 


15.1 


114 


4.6 


71 


63 


8.7 


5 


103 


15.4 


36 


4.6 


111 


64 


■8.7 


27 


104 


16. 


61 


4.7 


42 


65 


9. 


16 


105 


16. 


101 


5. 


74 


66 


9. 


67 


106 


16.1 


43 


5.2 


4 


67 


9. 


97 


107 


16.9 


23 


5.4 


46 


68 


9.2 


113 


108 


17.2 


21 


5.6 


88 


69 


9.4 


65 


109 


17.2 


35 


5.7 


28 


70 


9.5 


41 


110 


17.8 


47 


5.7 


94 


71 


9.5 


1 


111 


18.2 


109 


5.8 


39 


72 


9.6 


48 


112 


18.4 


24 


5.9 


33 


73 


9.7 


98 


113 


19.4 


3 


6. 


70 


74 


9.9 


50 


114 


21.6 


51 


6.1 


87 


75 


10. 


110 


115 


26.5 


69 


6.2 


93 


76 


10.1 


22 


116 


27.1 


12 


6.4 


49 


77 


10.1 


100 


117 


522.5 


7 


6.4 


53 


78 


10.2 


112 








6.5 


2 


79 


10.4 


72 








6.6 


29 


80 


10.5 


85 









96 Nebraska State Teachers College, Kearney 

Summary of Daily Lots Through Failure to Enroll, 1913-20, Table V 1 1 

93 schools had 5 or more children who never enrolled. 



44 


" 10 


17 " 


" 15 


4 " 


" 20 


3 


" 25 


1 


"520 



Waste Due To Present Organization Revealed By Enrollment 

In our study of the census, it was noted that 65 schools never could be 
efficient under the present form of organization, for while the maximum 
teaching load of a grade teacher is 30 pupils, each of these schools had 
fewer than 30 children of school age in the district and each required the 
teacher to scatter her efforts in the instruction of from four to eight grades. 
A study of the enrollment for the last eight years shows that 94 schools 
never had an enrollment equal to the maximum teaching load of a grade 
teacher. Hence, the waste due to our present form of organization ap- 
plies not only to the 65 schools which have fewer than 30 children of 
school age in their respective districts, but also to 29 schools more which 
never had an enrollment equal to the maximum teaching load of a grade 
teacher. Furthermore, in these additional 29 schools the teachers cannot 
do efficient work because instead of teaching one grade they are teaching 
from four to eight grades. 

A still greater waste due to our present form of organization will be 
noted in our study of the average daily attendance. 



Buffalo County, Nebraska, School Survey $7 









TABLE IX 
















Total Enrollment 
















1920—1921 














Rank: From Lowest to Highest 








Rank 


Enroll. 


Dist. 


Rank 


Enroll. 


Dist. 


Rank 


Enroll. 


Dist 


1 


7 


20 


41 


15 


6 


81 


23 


81 


2 


7 


28 


42 


15 


96 


82 


23 


113 


3 


7 


71 


43 


15 


109 


83 


24 


95 


4 


8 


46 


44 


16 


40 


84 


24 


104 


5 


9 


1 


45 


16 


77 


85 


25 


22 


6 


9 


45 


46 


17 


17 


86 


25 


66 


7 


9 


65 


47 


17 


49 


87 


25 


83 


8 


9 


79 


48 


17 


72 


88 


27 


64 


9 


9 


98 


49 


17 


80 


89 


28 


47 


10 


10 


94 


50 


17 


88 


90 


29 


57 


11 


10 


116 


51 


17 


102 


91 


30 


85 


12 


11 


50 


52 


17 


117 


92 


31 


30 


13 


11 


58 


53 


18 


10 


93 


31 


101 


14 


11 


84 


54 


18 


92 


94 


32 


59 


15 


12 


29 


55 


18 


99 


95 


33 


33 


16 


12 


51 


56 


18 


100 


96 


34 


18 


17 


12 


52 


57 


18 


110 


97 


35 


82 


18 


12 


62 


58 


19 


53 


98 


36 


91 


19 


12 


89 


59 


19 


68 


99 


37 


16 


20 


12 


90 


60 


19 


76 


100 


41 


13 


21 


12 


93 


61 


19 


108 


101 


42 


23 


22 


12 


103 


62 


20 


8 


102 


43 


34 


23 


12 


107 


63 


20 


32 


103 


44 


36 


24 


12 


112 


64 


20 


38 


104 


46 


11 


25 


12 


115 


65 


20 


78 


105 


47 


97 


26 


13 


27 


66 


20 


■ 87 


.106 


53 


60 


27 


13 


31 


67 


21 


43 


107 


70 


119 


28 


13 


48 


68 


21 


56 


108 


73 


12 


29 


13 


61 


69 


21 


73 


109 


88 


15 


30 


13 


67 


70 


21 


75 


110 


93 


105 


31 


13 


86 


71 


21 


106 


111 


105 


54 


32 


13 


111 


72 


21 


114 


112 


108 


41 


33 


13 


120 


73 


22 


26 


113 


241 


9 


34 


14 


4 


74 


22 


39 


114 


284 


2 


35 


14 


21 


75 


23 


5 


115 


319 


19 


36 


14 


44 


76 


23 


14 


116 


472 


69 


37 


14 


55 


77 


23 


25 


117 


1814 


7 


38 


14 


70 


78 


23 


35 








39 


14 


74 


79 


23 


42 








40 


15 


3 


80 


23 


63 









TJ)is table shows tfoat the 1920-21 enrollment in tr)e 
different schools ranged" frorn 7 pupils to 1,814 pupils. A 
furtber discussion of this table Is found on page 28. 



;> 



Nebraska State Teachers College, Kearney 



Summary of 1920-21 School-Enrollment, Table IX 

In 1920-21, the enrollment varied in the different districts from 7 
pupils to 1814 pupils. 

enrollment 



90 

84 

61 

39 

9 

9 

7 

5 

3 

2 

1 



schools had an 



of less than 



30 pupils 
25 



u u u u (« a u 20 

(< 4 4 44 44 44 44 44 IK 

4 4 4 4 4 4 4 4 (4 44 14 1 Q 

schools had an enrollment of more than 75 

(I 44 44 44 44 44 44 1Q Q 

4 4 4 4 4 4 4 4 4 4 ki 4 4 OQ0 

4 4 4 4 4 4 4 4 4 4 4 4 4 4 OAQ 

44 44 44 44 44 44 44 £QQ 

44 44 44 44 44 44 ^Qq 



pupils 



Is The School Enrollment Increasing? 

Number of schools with fewer than 30 enrolled 

4 4 4 4 4 4 4 4 4 4 4 4 O Z 4 4 

4 4 4 4 4 4 4 4 4 4 4 4 Of) ' ' 

44 44 44 .4 44 44 1 r 4 4 

44 44 44 44 4 4 44 1 A 44 

Number of schools with more than 75 enrolled 

44 44 44 44 44 1() Q 44 

44 44 44 44 44 44 2 00 " 

44 44 44 44 44 44 3QQ 

4 4 4 4 4 4 4 4 4 4 4 4 £QQ 4 4 

44 44 44 44 44 44 ^QQ 

44 44 44 .4 44 ^QQ 44 



1913-20 
94 
84 
59 
23 
6 
8 
5 
4 
3 
2 
1 

5537.8 
46.9 
19.9 



1920-21 
90 
84 
61 
39 

9 

9 

7 

5 

3 

2 

1 

1 
5767. 
49.2 
19. 



Yearly enrollment in all the schools 
Average school enrollment 
Median school enrollment 

The increase in the total enrollment of all the schools in 1920-21 over 
that of 1913-20 inclusive, was 229.2 pupils, or 4.1 percent of the average 
yearly total enrollment for the period 1913-20 inclusive. 

The increase in the average school enrollment in 1920-21 over that 
of 1913-20 was 2.3 pupils per school or 4.9 per cent of the average yearly 
school enrollment for the period 1913-20 inclusive. 

The decrease in the median school enrollment in 1920-21 under that 
of 1913-20 was .9 pupils or 4.5 per cent of the yearly median enrollment 
for the period 1913-20 inclusive. 



Buffalo County, Nebraska, School Survey $9 

TABLE X 
Per Cent of Census Enrolled 

1920-1921 

Rank: From Lowest to Highest 



lank 


Per 


Dist. 


Rank 


Per 


Dist. 


Rank 


Per 


Dist 




Cent 






Cent 






Cent 




1 


28.5 


51 


41 


62.5 


116 


81 


77.2 


72 


2 


32. 


46 


42 


63.6 


20 


82 


77.7 


75 


3 


36.1 


61 


43 


64.2 


10 


83 


78.3 


97 


4 


38.7 


52 


44 


64.2 


64 


84 


80. 


91* 


5 


41.1 


71 


45 


64.2 


98 


85 


80.7 


11 


6 


45. 


45 


46 


64.5 


8 


86 


80.9 


49 


7 


45. 


63 


47 


65.3 


102 


87 


80.9 


88 


8 


45.1 


55 


48 


65.7 


83 


88 


80.9 


117 


9 


45.4 


3 


49 


66.6 


92 


89 


81.2 


86 


10 


47.3 


1 


50 


68.6 


107 


90 


82. 


13 


11 


47.3 


79 


51 


66.6 


112 


91 


82.1 


81 


12 


48.3 


109 


52 


66.6 


115 


92 


82.6 


108 


13 


50. 


28 


53 


67.8 


53 


93 


85.7 


29 


14 


50. 


67 


54 


67.9 


119 


94 


85.7 


110 


15 


51.7 


96 


55 


68.7 


58 


95 


88.1 


2 


16 


51.8 


21 


56 


68.9 


38 


96 


89.5 


34 


17 


52.2 


5 


57 


69.2 


65 


97 


90.2 


105 


18 


53.4 


35 


58 


69.2 


99 


98 


92.3 


89 


19 


53.8 


70 


59 


70. 


74 


99 


93.3 


4 


20 


54.1 


48 


60 


70. 


106 


100 


95. 


68 


21 


54.1 


111 


61 


70.3 


76 


101 


95.1 


78 


22 


55. 


84 


62 


70.7 


57 


102 


95.4 


73 


23 


55.2 


114 


63 


70.8 


12 


103 


96.3 


60 


24 


56. 


44 


64 


71.4 


87 


104 


100. 


15 


25 


56. 


47 


65 


71.4 


94 


105 


100. 


18 


26 


56.4 


26 


66 


71.8 


25 


106 


100. 


39 


27 


56.5 


120 


67 


72. 


100 


107 


100. 


54 


28 


56.5 


27 


68 


73.3 


50 


108 


103. 


19 


29 


56.7 


43 


69 


73.8 


101 


109 


103. 


59 


30 


56.8 


22 


70 


74. 


14 


110 


107.6 


41 


31 


57.1 


62 


71 


75. 


85 


111 


109. 


42 


32 


57.4 


30 


72 


75. 


90 


112 


109. 


95 


33 


58.3 


56 


73 


75. 


93 


113 


112. 


9 


34 


58.6 


17 


74 


75.5 


16 


114 


112. 


82 


35 


60. 


103 


75 


76.1 


40 


115 


115. 


69 


36 


60.7 


80 


76 


76.3 


23 


116 


123. 


77 


37 


61.5 


104 


77 


76.4 


31 


117 


131. 


66 


38 


61.9 


36 


78 


76.7 


33 








39 


62.1 


113 


79 


76.8 


32 








40 


62.5 


6 


80 


77.1 


7 









The preceding' table shows that the per cent of the census enrolled in 
1920-21 ranged in the different schools from 28.5 percent to 131 per cent. A 
further study of this table is found on page 30. 

* Consolidated District JVo. 1. 



so 



Nebraska State Teachers College, Kearney 





Summary 


Of Per Cent Of Census Enrolled, 1920-21, 


Table X. 


96 schools 


enrolled less than 


90 per 


cent of children 


of school 


age. 


83 


" 




a u u 


8U per 


cent " " 




" 


4 c 


70 


.. 




u ct t; 


75 per 


cent " " ' 


i 


t( 


it 


58 


" 




" " 


70 per 


cent " ' ; 




a 


" . 


46 


" 




(< it <t 


05 per 


cent " 




a 


'• . 


34 


11 




u (( (( 


60 per 


cent " ' 




1 ; 


.i 


12 






u (< a 


50 per 


cent " " 




u 


(. 


5 






it u (( 


45 per 


cent " " 




1 i 


(t 


4 


E( 




U (( (( 


40 per 


cent " " 




u 


a 


2 


" 




U (( u 


35 per 


cent " " 




; ' 


a 


1 


(< 




U u u 


30 per 


cent " " 




tt 


" . 






14 


schools enrolled 


ioo per 


cent or more of census. 








8 


(< it 


105 " 


u u u u 


' 










5 


a a 


no " 


a it a ,i 


' 


1 








2 


u a 


120 " 


a a a a 


« 










I 


£( U 


130 ; ' 


U ft (( .. 


' 


( 





A Comparative Study Of The Per Cent Of Census Enrolled. 



Number of school with less than 90 per cent of census enrolled, no 

t< tt it ti a a q a a 1 

u a u a a a _- a an 

a a a a tt ft a ft ti 

u ft a tt tt f t ^_ it tt c< 

ii a t< a a a g a a 1 

ft n it it a a ^ u a . 

ft ft 1 1 ti 1 1 U .„ 1 1 u t < 

45 

ft It li ft U ft ._ tt ft i 

40 

1 1 u k u u it 1, tt it (1 

a tt it it tt u it ti- t 

Number of schools with 100 per cent or more of census enrolled. 1 

ti it it u Io5 tt « c< « u ft ft Q 

" " no" " " " " " " o 

" 120 " " " " " " " o 

a I3Q << « << << « m r« 



19 


13-20 


1920-1 


sus enrolled. 


110 


96 


" " 


94 


S3 


ft a 


73 


70 


u a 


52 


58 


1 1 tt 


32 


46 


tt ft 


17 


34 


tt ft 


4 


12 


tt u 


2 


5 


a u 





4 


a u 





2 


" " 





1 



14 



Buffalo County, Nebraska, School Survey 



,n 



TABLE XI 

Average Daily Loss Each Year Through Failure to Enroll 

1913-20 

Rank: From Lowest to Highest 



RANK 


PUPILS 


DIST. RANK 


PUPILS 


DIST 


RANK 


PUPILS 


DIST 


1 





15 41 


8 


76 


81 


14 


96 


2 





18 42 


8 


87 


82 


14 


113 


3 





39 43 


8 


99 


83 


15 


56 


4 


1 


4 44 


8 


103 


84 


15 


64 


5 


1 


68 45 


9 


25 


85 


15 


104 


6 


1 


73 46 


9 


13 


86 


16 


43 


7 


1 


78 47 


9 


38 


87 


16 


109 


8 


1 


89 48 


9 


53 


88 


17 


26 


9 


2 


29 49 


9 


62 


89 


17 


46 


10 


2 


60 50 


9 


84 


90 


17 


55 


11 


3 


86 51 


9 


91 


91 


17 


114 


12 


3 


110 52 


9 


92 


92 


18 


3 


13 


4 


20 53 


9 


102 


93 


19 


22 


14 


4 


31 54 


9 


106 


94 


19 


52 


15 


4 


49 55 


10 


1 


95 


20 


35 


16 


4 


50 56 


10 


10 


96 


21 


5 


11 


4 


65 57 


10 


27 


97 


22 


47 


18 


4 


88 58 


10 


33 


98 


23 


30 


19 


4 


90 59 


10 


71 


99 


23 


61 


20 


4 


93 60 


10 


79 


100 


27 


36 


21 


4 


94 61 


10 


85 


101 


30 


12 


22 


4 


108 62 


10 


105 


102 


30 


51 


23 


4 


117 63 


10 


120 


103 


33 


119 


24 


5 


34 64 


11 


8 


104 


38 


2 


25 


5 


40 65 


11 


11 


105 


38 


63 


26 


5 


58 66 


11 


44 


106 


536 


7 


27 


5 


72 67 


11 


45 








28 


5 


81 68 


11 


48 








29 
30 
31 
32 
33 
34 
35 
36 
37 
38 
39 
40 


5 
6 
6 
6 
6 
6 
6 
6 
6 
7 

8 


98 69 

6 70 

32 71 

74 72 

75 73 
107 74 
112 75 

115 76 

116 77 
28 78 

100 79 
14 80 


11 
11 
11 

12 
12 
12 
12 
13 
13 
13 
13 
13 


80 
101 
111 
16 
17 
57 
70 
21 
23 
67 
83 
97 








Th 
1 
2 
3 
4 


e following districts had 
1 54 5 

1 59 6 

2 42 7 
2 95 8 


more pu 
3 
4 
5 

6 


pils enr 
77 
82 
41 
66 


oiled than 
9 

10 
11 


in their e 
12 
26 
63 


sensus 

19 

9 

69 



The above table indicates that in 1920-21, the average daily loss to the 
respective schools of the county thru failure to enroll ranged from no loss 
to a loss of 536 pupils. It further shows that eleven districts had an en- 
rollment greater than their census. 



3$ 



Nebraska State Teachers College, Kearney 



Summary of Daily Loss Through Failure to Enroll, 1920-21, Table XI 

S3 schools had 5 or more persons of school age who never enrolled. 



52 " " 10 ' 


' " 


44 44 " 


' ' 


4 1 4 4 


' ' 


24 " " 15 ' 


< 4 4 


(( ( 1 ( ( 


1 i 


4 4 4 4 


' ' 


12 " " 20 ' 


' ' 


' ' ' ' " 


" 


44 




7 " " 25 ' 
6 " " 30 ' 


4 4 I 
4 a 


(< a a 


4 . 


4 4 4 4 
li 44 


4 4 

(4 


1 " "520 ' 


4 t( 


a u (i 


(< 


a it 


44 


5 schools had 5 < 


Dr more pupils than their census. 




3 " 


" 10 


(( ft u 


u 


a a 




2 " 


" 20 


u a a 


a 


a a 




1 " 


" 60 


a u a 


a 


■a 44 




A Comparative Study of The Daily Lost 


Through Failure To Enroll 










1913-20 


I920-2I 


Schools h 


aving 5 or more not enrolled 


93 


83 


a 


" 10 " 


a u u 




44 


52 


a 


" 15 " 


a u a 




17 


24 


u 


" 20 " 


a a u 




4 


12 


1 1 


" 25 " 


C( (( it 




3 


7 


u 


" 30 " 


u a a 




1 


6 


u 


" 520 " 


a u u 




1 


1 


Schools having 5 or 


more enrolled than 


in census 1 


7 


(i 


' 10 " 


a a 


u 


" 


3 


U 4 


' 20 " 


a u 


u 


u 


2 


u i 


' 60 " 


a a 


u 


" 


1 



This Comparative Study of The Enrollment Indicates 

1. That there is an increase in the total enrollment of all the schools. 

2. That there is an increase in the average enrollment of all the 
schools. 

3. That there is an increase in the number of schools having- an 
enrollment of fewer than 20 and an especially large iocrease in the num- 
ber of schools having fewer than 15 and fewer than 10 pupils enrolled. 

4. That there is a decrease in the median school enrollment. 

5. That there is an increase in the number of schools having a large 
per cent of the census enrolled. 

6. That there is a much larger increase in the number of schools 
having a low per cent of the census enrolled. These two facts would 
indicate that a few schools are exerting greater effort than ever before 
to get more of their own people of school age to enroll and to attract 
non-resident pupils, while many more schools are making no effort to 
enroll their own people who should be in school. 

7. That there is a great increase in the number of schools which 
suffer a daily loss of 10, 15, 20, 25, and even 30 pupils and more, because 
they failed to enroll these people of school age. 

8. That, consequently, from the standpoint of reaching all the peo- 
ple who should be in school the Buffalo county schools, in their present 
organization, taken as a whole, are not efficient. 



Buffalo County, Nebraska, School Survey ss 



What a Study of The Different Enrollment Reports Indicates 

There are on file in the Office of the County Superintendent four 
different reports of the enrollment. These four reports are the Annual 
Report of the County Superintendent to the State Superintendent, the 
Director's Annual Report to the County Superintendent, the Teacher's 
Classification Report, and the Teacher's Term Summary. Besides these 
reports, principals of schools having more than one teacher file a fifth 
report of the enrollment with the County Superintendent. 

These various reports of the census should coincide. However, a 
study of these reports compiled like a similar study of the census in Table 
V shows the following - inconsistencies: 

1. Of the 118 districts in the county only 28 districts, or 23.7 per cent 
of all districts, filed enrollment papers at the end of the year that 
coincided. 

2. Of the 118 districts in the county 17 districts, or 14.4 per cent of 
all districts failed to make any report of the enrollment in the Director's 
Annual Report as required by law. {a) 

3. Of the 118 districts in the county 54 districts, or 45.7 per cent of all 
districts, failed to give the correct enrollment in the Director's Annual 
Report. 

4. Of the 118 districts in the county 53 districts, or 44 per cent of all 
districts, had teachers whose final reports of the enrollment made on the 
same day failed to coincide. 

5. The Classification Report and Term Summary of 42 teachers were 
not signed by the Director as having- been examined and approved by him; 

6. Four teachers failed to sig'n the Classification Report and Term 
Summary. 

7. Two Superintendents of the 5 leading town and city schools gave dif- 
ferent figures for their enrollment in two reports filed on the same day. 
[n one case the difference in the reports was 20 pupils. In the other case 
the difference was 11 pupils. 

8. Five principals of the smaller town schools and of two-room rural 
schools filed enrollment reports which did not coincide with the reports 
filed by their respective teachers. In one school the reports were as fol- 
lows: 

MALE FEMALE TOTAL. 

Principal's Report 34 36 70 

Teachers' Reports 21 25 46 

in another school the reports were as follows: 

MALE FEMALE TOTAL. 

Principal's Report 30 23 53 

Teachers' Reports 38 26 64 

A third report of the enrollment of this school filed by the teachers 
gives the enrollment as 61. 

In a third school the reports were as follows: 

Male Female Total 
Principal's Report 48 57 105 

Teachers' Reports 51 62 113 

But a third report filed by the teachers on the same day gives the 
enrollment as 106. 

(a) Article 4, Section 6779-80, page 50, 1921-22 School Laws of Nebraska. 
K-B Printing Company , Omaha. 



Nebraska State Teachers College, Kearney 



These Inconsistencies in The Enrollment Reports Indicate 

1. That many teachers and principals either do not know how to make 
enrollment reports or else do not make any effort to file correct reports. 

2. That many directors either do not know how to determine if the 
teacher's enrollment report is correct or else they make no effort to deter- 
mine that it is correct. 

3. That since the teachers and the directors never hear about their 
enrollment reports after they are filed, "what difference does it make if 
they are not exactly correct?" 

4. Furthermore, since there is no penalty attached, why should the 
director exert any effort to see to it that the teacher files a correct report 
of the enrollment? This is especially true since there is no loss in money 
to the district even though its enrollment report is not correct. 

The Remedy 

The remedy for this is in part the same as that outlined on page 13 to 
secure a correct census enumeration. But two more things are necessary. 
They are: 

1. That better trained teachers and principals possessing higher pro- 
fessional attitudes and knowledge must displace the many almost untrained 
teachers of today. 

2. That no person shall be granted any teacher's certificate until he 
or she has pursued at least a one college hour course, or its equivalent, 
in School Records and Reports. 

Summary of 1913-1920 Average Daily Attendance, Table XII. 

( See Table on page 35 ) 

The average daily attendance in the different districts ranged from 4.2 

pupils to 1308 pupils, as shown in Table XII on opposite page. 

106 schools had a daily attendance of less than 30 pupils. 

103 " " " " " " " " 25 

90 " '' " " " " " " 20 " 

72 " " " " " " " " 15 

36 " " " iC " " " " 10 

18 " " " " " " " " 8 

2 « k u i< u ( f ( ( « 5 u 

5 schools had a daily attendance of more than 70 pupils. 

A a n t( n a u u i . 9(¥) • ■ 

2 « u « « u u ( ( u g Q0 « 

1 k ' " " " '• " " " 1300 " 



Buffalo County, Nebraska, School Survey 85 

TABLE XII 

Average Daily Attendance Each Year 

1913-1920 

Rank: From Lowest to Highest 

Rank Av.DailyAtt'nd Dist. Rank A v.DailyAtt'nd Dist. Rank Av.Daily Atfnd Dist. 



1 


4.2 


98 


41 


10.7 


77 


81 


16.9 


64 


2 


4.7 


28 


42 


10.7 


81 


82 


17.2 


35 


3 


5.1 


31 


43 


10.7 


90 


83 


17.5 


67 


4 


5.2 


99 


44 


1]. 


80 


84 


17.6 


43 


5 


5.5 


107 


45 


11.4 


29 


85 


18.4 


34 


6 


5.6 


58 


46 


11.4 


44 


86 


18.7 


14 


7 


6.2 


102 


47 


11.4 


104 


87 


18.9 


18 


8 


6.5 


89 


48 


11.4 


49 


88 


18.9 


109 


9 


6.6 


115 


49 


11.9 


4 


89 


19.5 


85 


10 


7.1 


117 


50 


12. 


45 


90 


19.6 


82 


11 


7.4 


1 


51 


12. 


61 


91 


20. 


91 


12 


7.4 


111 


52 


12.2 


70 


92 


20.2 


26 


13 


7.5 


86 


53 


12.4 


38 


93 


20.6 


57 


14 


7.5 


93 


54 


12.4 


72 


94 


21.1 


24 


15 


7.5 


95 


55 


12.4 


94 


95 


22.5 


36 


16 


7.9 


73 


56 


12.5 


87 


96 


22.6 


47 


17 


7.9 


42 


57 


12.6 


40 


97 


22.8 


13 


18 


7.9 


48 


58 


13. 


106 


98 


22.8 


3 


19 


8. 


74 


59 


13.2 


17 


99 


22.9 


22 


20 


8.2 


65 


60 


13.2 


46 


100 


23.5 


5 


21 


8.2 


100 


61 


13.2 


84 


101 


24.1 


63 


22 


8.9 


62 


62 


13.5 


75 


102 


24.2 


101 


23 


9.2 


53 


63 


13.5 


56 


103 


24.7 


97 


24 


9.4 


114 


64 


13.6 


59 


104 


27.5 


41 


25 


9.4 


51 


65 


13.7 


33 


105 


28.2 


12 


26 


9.4 


103 


66 


14. 


79 


106 


28.4 


23 


27 


9.5 


50 


67 


14.1 


76 


107 


33.6 


16 


28 


9.5 


78 


68 


14.2 


71 


108 


35.2 


11 


29 


9.6 


27 


69 


14.2 


120 


109 


43.2 


60 


30 


9.6 


112 


70 


14.4 


83 


110 


43.8 


15 


31 


9.7 


20 


71 


14.7 


30 


111 


63.9 


119 


32 


9.7 


39 


72 


14.7 


55 


112 


68.1 


105 


33 


9.9 


88 


73 


15.1 


25 


113 


70. 


54 


34 


9.9 


96 


74 


15.2 


32 


114 


121.1 


9 


35 


9.9 


108 


75 


15.4 


52 


115 


231.9 


2 


36 


9.9 


110 


76 


15.4 


68 


116 


283.4 


19 


37 


10.1 


116 


77 


16.1 


8 


117 


339.2 


69 


38 


10.5 


6 


78 


16.1 


113 


118 


1308. 


7 


39 


10.5 


10 


79 


16.4 


21 








40 


10.5 


92 


80 


16.5 


66 









The foregoing table shows that in 1913-20 the average daliy attend- 
ance in the different schools ranged from 4.2 ro 1,308. A more detailed 
discussion of this table is offered ou page 34. 



96 Nebraska State Teachers College. Kearney 

TABLEXIII 
Average Per Cent of Census 

In Average Daily Attendance Each Year 

1913-20 

Rank: From Lowest to Highest 



Rank 


Per 

Cent 


Dist. 


Rank 


Per 

Cent 


Dist. 


Rank 


Per 

Cent 


Dist 


1 


24.4 


51 


41 


44.2 


36 


81 


51.5 


18 


2 


25.4 


98 


42 


44.4 


52 


82 


51.6 


116 


3 


28. 


99 


43 


44.4 


83 


83 


52.5 


17 


4 


29.3 


114 


44 


44.5 


39 


84 


52.5 


113 


5 


30.3 


102 


45 


44.7 


26 


85 


52.6 


32 


6 


32.5 


31 


46 


44.9 


107 


86 


52.6 


■25 


7 


33.9 


12 


47 


45. 


42 


87 


52.9 


82 


8 


34.7 


100 


48 


45.4 


10 


88 


53. 


14 


9 


35.6 


48 


49 


45.5 


45 


89 


53.7 


33 


10 


35.6 


112 


50 


45.6 


76 


90 


53.9 


23 


11 


35.7 


50 


51 


45.9 


24 


91 


54.3 


67 


12 


36.7 


96 


52 


45.9 


40 


92 


54.5 


22 


13 


37.1 


80 


53 


46.1 


74 


93 


54.6 


57 


14 


37.5 


72 


54 


46.2 


53 


94 


54.9 


6 


15 


37.7 


90 


55 


46.3 


109 


95 


55.2 


79 


16 


37.9 


81 


56 


46.3 


56 


96 


55.3 


63 


17 


37.9 


61 


57 


46.5 


94 


97 


55.3 


117 


18 


38. 


28 


58 


46.6 


78 


98 


56.4 


41 


19 


38.1 


"64 


59 


46.6 


47 


99 


57.9 


4 


20 


38.6 


65 


60 


46.7 


34 


100 


58.1 


97 


21 


38. T 


95 


61 


46.7 


101 


101 


58.5 . 


7 


22 


38.9 


27 


62 


47.2 


111 


102 


58.6 


91 


23 


39.1 


58 


63 


47.4 


104 


103 


00. 


68 


24 


39.3 


110 


64 


47.5 


3 


104 


60.6 


11 


25 


39.4 


62 


65 


47.7 


115 


105 


61. 


5 


26 


40.3 


1 


m 


47.9 


13 


106 


61.2 


89 


27 


40.4 


66 


67 


48.1 


8 


107 


61.6 


84 


28 


40.5 


106 


68 


48.5 


88 


108 


61.7 


108 


29 


41.1 


55 


69 


48.7 


85 


109 


62.1 


16 


30 


41.2 


120 


70 


48.9 


49 


110 


65. 


54 


31 


41.4 


30 


71 


49. 


20 


111 


67.9 


15 


32 


41.6 


92 


72 


49.1 


59 


112 


68.6 


119 


SS 


41.6 


21 


73 


49.6 


71 


113 


69.7 


9 


34 


41.7 


93 


74 


49.7 


38 


114 


70.5 


105 


35 


41.9 


77 


75 


50. 


87 


115 


71. 


60 


36 


42. 


73 


76 


50.7 


75 


116 


76.9 


69 


37 


42.1 


35 


77 


50.8 


86 


117 


82.5 


19 


38 


42.4 


103 


78 


51. 


70 


118 


86.8 


2 


39 


43.1 


43 


79 


51.1 


29 








40 


43.3 


44 


80 


51.3 


46 









The foregoing table shows that the per cent of the census in average 
daily attendance in the different schools ranged from 24.4 per cent to 86.8 
per cent. A further consideration of this subject is found on page 37. 



Buffalo County, Nebraska, School Survey 



37 



Anothter Way by Which The Tax Payers' Money Is Squandered 

In discussing the enrollment it was pointed out that a tremendous 
waste in the spending of the tax payers' money came about through the 
failure of pupils of school age to enroll. Another waste in the tax payers' 
money comes about as a result of the failure of pupils of school age to 
attend school daily. In proof of this, the following facts are submitted: 
Summary of Average Percent of Census in Average Daily Attendance Each 
Year 1913-1920, Table XIII 

Each day school was in session 

All districts had less than 90 per cent of census present. 



117 


t a u 


85 


116 


1 U (( 


80 


115 


l u it 


75 


113 


4 .; u 


70 


109 


i a a 


65 


102 


i « (( 


60 


94 


i k (( 


55 


74 


( l i u 


50 


46 


i n a 


45 


25 


i it cc 


40 


8 


t n u 


35 


4 


i u a 


30 


1 


i a u 


25 



This waste of the tax payer's money can be pointed out in another way: 

Summary of Daily Loss Through Failure to Attend Based on Census, 1913-20, 
Table XIV. (Table XIV will be found on page 38) 

Every single day school was in session in each district of the county 
117 schools had 5 or more persons of school age absent. 



103 
60 




' IO 

' 15 


35 
16 


a i 


' 20 

' 25 


7 
5 


a 1 
a 1 


' 30 

' 50 


2 


" ' 


' IOO 


1 


t< i 


' 900 



98 Nebraska State Tkachers College, Kearney 

TABLE XIV 

Average Daily Loss Each Year through Failure to Attend 
Based on Census 

1913-1920 

Rank: From Lowest to Highest 



RANK 


PUPILS 


DIST. 


RANK 


PUPILS 


DIST. 


RANK 


PUPILS 


DIS 


1 


4.1 


89 


41 


13.1 


75 


81 


19.2 


52 


2 


5.7 


117 


42 


13.5 


99 


82 


19.5 


63 


3 


6.1 


108 


43 


13.6 


25 


83 


19.6 


61 


4 


6.7 


107 


44 


13.6 


62 


84 


20.4 


120 


5 


7.3 


86 


45 


13.7 


32 


85 


20.5 


16 


6 


7.3 


115 


46 


14.1 


59 


86 


20.5 


85 


7 


7.7 


28 


47 


14.1 


91 


87 


20.6 


72 


8 


8.2 


84 


48 


34.2 


48 


88 


20.7 


15 


9 


8.2 


lit 


49 


14.2 


94 


89 


20.9 


30 


10 


8.6 


4 


50 


14.4 


45 


90 


21. 


34 


11 


8.6 


6 


51 


14.4 


102 


91 


21.1 


55 


12 


8.7 


58 


52 


14.5 


71 


92 


21.2 


41 


13 


9.4 


74 


53 


14.6 


113 


93 


21.9 


109 


14 


9.5 


116 


54 


14.7 


67 


94 


22.6 


114 


15 


9.6 


42 


55 


14.7 


92 


95 


22.9 


11 


16 


10.1 


20 


56 


14.9 


40 


96 


23. 


21 


17 


10.2 


68 


57 


14.9 


44 


97 


23.2 


43 


18 


10.5 


88 


58 


14.9 


77 


98 


23.7 


35 


19 


10.5 


93 


59 


15. 


5 


99 


24.2 


23 


20 


10.6 


31 


60 


15.1 


27 


100 


24.4 


66 


21 


10.7 


53 


61 


15.2 


110 


101 


24.8 


13 


22 


10.9 


29 


62 


15.5 


100 


102 


24.9 


24 


23 


10.9 


73 


63 


15.6 


56 


103 


25. 


26 


24 


10.9 


78 


64 


16.6 


14 


104 


25.3 


3 


25 


10.9 


1 


65 


16.9 


76 


105 


25.9 


47 


26 


11.4 


79 


66 


17.1 . 


50 


106 


27.4 


64 


27 


11.7 


70 


67 


17.1 


57 


107 


27.6 


101 


28 


11.9 


33 


68 


17.4 


8 


108 


28.4 


36 


29 


11.9 


49 


69 


17.4 


112 


109 


28.5 


105 


30 


11.9 


95 


70 


17.5 


82 


110 


29. 


51 


31 


12. 


17 


71 


17.5 


96 


111 


29.2 


119 


32 


12.1 


39 


72 


17.6 


60 


112 


35.1 


2 


33 


12.5 


38 


73 


17.6 


81 


113 


37.7 


54 


34 


12.5 


87 


74 


17.7 


18 


114 


52.7 


9 


35 


12.5 


98 


75 


17.7 


90 


115 


55.1 


12 


36 


12.6 


10 


76 


17.9 


97 


116 


60. 


19 


37 


12.6 


46 


77 


18. 


83 


117 


101.9 


69 


38 


12.6 


104 


78 


18.6 


80 


118 


928.6 


( 


39 


12.7 


103 


79 


19.1 


22 








40 


13.1 


65 


80 


19.1 


106 









The foregoing' table shows that the number of pupils of school age 
in the district, who were out of school each day school was in session 
varied from 4.1 pupils to 928.6 pupils. 

A more complete analysis of this loss is found on page 37. 



Buffalo County. Nebraska, School Survey 89 



TABLE XV 

Average Per Cent of Enrollment 

In Average Daily Attendance Each Year 

1913-20 

Rank: From Lowest to Highest 

Rank . Per Dist. Rank Per Dist. Rank Per Dist. 

Cent Cent Cent 

1 32.8 99 41 63.7 68 81 70.8 120 

2 46.6 102 42 63.8 93 82 71.2 43 

3 47. 73 43 63.9 20 83 71.8 22 

4 50.2 12 44 63.9 13 84 72.1 17 

5 50.6 58 45 63.9 40 85 72.1 8 

6 53.8 10 46 64.2 89 86 72.5 25 

7 54.7 72 47 64.5 30 87 72.5 54 

8 55.6 114 48 64.5 44 88 72.5 60 

9 56. 51 49 64.6 46 89 72.6 35 

10 56.3 92 50 64.6 74 90 72.8 29 

11 56.4 107 51 64.8 116 91 72.8 15 

12 56.7 50 52 64.8 55 92 73.3 18 

13 57.1 78 53 65.2 86 93 73.6 47 

14 57.4 64 54 65.3 110 94 73.6 97 

15 57.5 112 55 65.3 45 95 74. 21 

16 58. 59 56 65.6 26 96 74.5 16 

17 58.4 66 57 65.9 79 97 74.8 91 

18 58.7 80 58 66.1 85 98 75. 113 

19 58.7 83 59 66.2 34 99 75.2 11 

20 59.1 71 60 66.2 87 100 75.2 108 

21 59.3 94 61 66.9 88 101 75.3 67 

22 59.9 82 62 67.1 111 102 76. 117 

23 60.2 27 63 67.5 49 103 76.3 7 

24 60.5 39 64 67.9 101 104 76.5 24 

25 60.6 100 65 67.9 53 105 76.8 61 

26 60.7 98 66 68. 52 106 76.9 14 

27 61. 77 67 68.1 70 107 77.4 84 

28 61.2 31 68 68.7 63 108 77.8 119 

29 61.4 81 69 68.7 65 109 77.9 4 

30 61.4 90 70 68.8 75 110 79. 5 

31 61.8 42 71 69. 95 111 79.3 3 

32 62.1 103 72 69. 57 112 79.4 23 

33 62.2 96 73 69.3 32 113 79.8 105 

34 62.8 76 74 69.4 6 114 81.5 19 

35 62.8 62 75 69.5 104 115 81.8 69 

36 63. 48 76 69.6 33 116 83.9 109 

37 63.1 115 77 70. 9 117 84.2 1 

38 63.4 36 78 70.1 41 118 89. 2 

39 63.4 106 79 70.2 38 

40 63.5 56 80 70.4 28 

The foregoing- table shows that the per cent of the enrollment in aver- 
age daily attendances varied from 32.8 per cent to 89 per cent. A more 

detailed study of this table is found on page 40. 



40 



Nebraska state Teachers College, Kearney 



Summary of Per cent of Enrollment in Daily Attendance Each Year, 1913-20 

Table XV 

This waste of the tax payer's money is further shown by a study of the 
attendance of pupils enrolled. After a pupil enrolls in the public school he 
should be in school every day school is in session. Illness should be the 
only legitimate excuse for absence. Yet, each day the schools of Buffalo 
County were in session 

All districts had less than 90 per cent of enrollment present. 



117 

113 

97 

76 

52 

22 

7 

3 

1 



85 per cent 
80 per cent 
75 per cent 
70 per cent 
65 per cent 
60 per cent 
55 per cent 
'50 per cent 
35 per cent 



SUMMARY OF TABLE XVI. 
Daily Loss Through Failure to Attend Based on Enrollment, 1913-20 

(Table on following page) 

This particular waste of the tax payers' money can be shown in still an- 
other way. Every single day school was in session in each of the schools 
of the county 

114 schools counted absent 3 or more of pupils enrolled. 

93 

41 

26 

11 

•7 

4 

3 

2 

1 



5 " " 


i. i 


( a 


8 " " 


a i 


i a 


10 " " 


U i 


i a 


15 " " 


U i 


i a 


25 " " 


*' ' 


' " 


50 " " 


(( 1 


' " 


65 " " 


U I 


' 


75 " " 


11 I 


' " 


400 " " 


U . 


i U 



Cause of This Waste of the Tax Payers* Money 

Thus far but one waste of the tax payers' money has been pointed out 
as coming 1 from poor enrollment and poor attendance. This waste is with- 
out doubt the smallest loss in money that the tax payer suffers from our 
present inefficient way of conducting the public schools. Nevertheless, the 
total sum lost each year from this one cause alone is so great that it 
should be eliminated if it can be. 

As has been noted before, illness should be the only legitimate excuse 
for absence after a pupil enrolls. Since illness is responsible for but a 
very small part of the absence noted, it can almost be disregarded in this 
consideration. 



Buffalo County, Nebraska, School Survey 41 



TABLE XVI 
Average Daily Loss Each Year through Failure to Attend 
Based on Enrollment 

1913-1920 

Rank: From Lowest to Highest 



RANK 


PUPILS DIST. 


RANK 


PUPILS 


DIST. 


RANK 


PUPILS 


DIST. 


1 


1.4 1 


41 


5.7 


70 


81 


8.1 


92 


2 


2. 28 


42 


5.9 


103 


82 


8.4 


76 


3 


2.2 117 


43 


5.9 


120 


83 


8.5 


94 


4 


2.7 98 


44 


5.9 


3 


84 


8.7 


68 


5 


3.2 31 


45 


6. 


33 


85 


8.9 


73 


6 


3.2 108 


46 


6. 


96 


86 


8.9 


97 


7 


3.4 4 


47 


6.1 


75 


87 


9. 


10 


8 


3.4 95 


48 


6:2 


8 


88 


9. 


22 


9 


3.6 89 


49 


6.2 


44 


89 


9.2 


57 


10 


3.6 109 


50 


6.2 


52 


90 


9.4 


34 


11 


3.6 61 


51 


6.3 


5 


91 


9.9 


59 


12 


3.6 111 


52 


6.4 


27 


92 


9.9 


71 


13 


3.7 65 


53 


6.4 


39 


93 


10. 


85 


14 


3.9 84 


54 


6.4 


45 


94 


10.1 


83 


15 


3.9 115 


55 


6.4 


87 


95 


10.2 


72 


16 


4. 86 


56 


6.5 


24 


96 


10.6 


26 


17 


4.2 29 


57 


6.5 


35 


97 


10.7 


99 


18 


4.2 93 


58 


6.7 


32 


98 


11. 


63 


19 


4.2 107 


59 


6.7 


81 


99 


11.5 


16 


20 


4.4 53 


60 


6.7 


90 


100 


11.6 


11 


21 


4.4 74 


61 


6.9 


18 


101 


11.6 


101 


22 


4.6 6 


62 


6.9 


77 


102 


11.7 


41 


23 


4.6 48 


63 


6.9 


91 


103 


11.7 


66 


24 


4.9 42 


64 


7.1 


40 


104 


12.5 


64 


25 


4.9 88 


65 


7.1 


43 


105 


13. 


36 


26 


5.1 104 


66 


7.1 


78 


106 


13.1 


13 


27 


5.1 17 


67 


7.1 


102 


107 


13.1 


82 


28 


5.2 38 


68 


7.1 


112 


108 


16.3 " 


15 


29 


5.2 110 


69 


7.2 


46 


109 


16.4 


60 


30 


5.2 62 


70 


7.2 


50 


110 


17.2 


105 . 


31 


5.4 100 


71 


7.2 


79 


111 


18.2 


119 


32 


5.4 113 


72 


7.4 


23 


112 


26.5 


54 


33 


5.5 49 


73 


7.4 


51 


113 


28. 


12 


34 


5.5 58 


74 


7.5 


106 


114 


28.6 


2 


35 


5.5 116 


75 


7.5 


114 


115 


51.9 


9 


36 


5.5 20 


76 


7.7 


56 


116 


65.2 


19 


37 


5.6 14 


77 


7.7 


80 


117 


75.4 


69 


38 


5.7 21 


78 


8. 


55 


118 


406.1 


7 


39 


5.7 25 


79 


8.1 


30 








40 


5.7 67 


80 


8.1 


47 








The foregoing- table 


shows 


that there were 1 


ibsent from 1.4 pupils to 


406.1 


pupils of the respective 


schools' enrollments each 


day these schools 


were 


in session. In the latte 


r case enough pupils of those enrolled were 


absent each day to provide work for 10 teachers 


with 40 


pupils each. A 


more 


detailed study of this table is found 


on page 


40. 







Nebraska State Teachers College, Kearney 



table XVII 

Average Number of Days Attended by Each Person Enrolled 

1913-20 

Rank: From Lowest to Highest 

Rank Days Dist. Rank Days Dist. Rank Days Dist. 

41 101.3 62 81 120. 61 

42 102.6 85 82 120. 101 

43 102.9 110 83 120.8 63 

44 103.6 20 84 121.3 43 

45 103.9 87 85 121.1 41 

46 104.8 77 86 121.7 75 

47 304.8 94 87 122. 29 

48 106.1 111 88 122. 117 

49 106.3 32 89 122.1 15 

50 106.3 93 90 123.4 35 

51 106.8 65 91 123.9 9 

52 106.9 49 92 125.2 84 

53 107.4 95 93 125.5 17 

54 107.5 34 94 125.7 8 

55 107.9 45 95 126.2 22 

56 108.3 106 96 126.3 60 

57 108.6 70 97 126.4 23 

58 108.7 46 98 127.1 54 

59 108.9 40 99 127.2 67 

60 109.3 55 100 127.3 47 

61 109.9 13 101 127.5 4 

62 111.2 48 102 127.7 116 

63 111.3 33 103 128.8 24 

64 111.8 6 104 129.7 11 

65 111.8 36 105 129.7 118 

66 112. 26 106 130.2 1 

67 112.2 96 107 132. 91 

68 112.3 88 108 133.0 7 

69 112.3 120 109 13:5.9 108 

70 112.6 30 110 134.7 14 

71 113.6 57 111 136-1 3 

72 114. 25 112 136.7 5 

73 114.7 38 113 138.2 105 

74 114.9 44 114 138.9 119 

75 115.1 97 115 141.5 109 

76 115.4 28 116 142.5 19 

77 115.7 52 117 146.2 69 

78 115.8 21 118 156.1 2 

79 116.3 53 

80 118.6 113 

The foregoing table shows that the number of days the pupils enrolled 

actually attended school on an average each year, 1913-1920 inclusive, 

varied from 47.8 days to 156.1 days. A further study of this table is found 
on page 43. 



1 


47.8 


99 


2 


70.3 


58 


3 


72.4 


102 


4 


7.49 


73 


5 


85.3 


^d 


6 


86.8 


31 


7 


86.8 


112 


8 


87.1 


50 


9 


87.2 


51 


10 


88.1 


107 


11 


88.8 


12 


12 


89.9 


59 


13 


90.2 


83 


14 


91.3 


82 


15 


91.5 


98 


16 


91.8 


78 


17 


91.9 


116 


18- 


92.3 


27 


19 


92.6 


80 


20 


93. 


72 


21 


93.2 


74 


22 


93.5 


71 


23 


93.6 


10 


24 


93.6 


103 


25 


94.2 


100 


26 


94.4 


66 


27 


95.5 


115 


28 


95.8 


79 


29 


9.61 


39 


30 


96.6 


114 


31 


96.8 


76 


32 


97.2 


90 


33 


97.3 


81 


34 


97.8 


42 


35 


98.4 


64 


36 


99.6 


56 


37 


99.6 


86 


38 


100.3 


92 


39 


100.6 


68 


40 


100.7 


104 



Buffalo County, Nebraska, School Survey 4s 



Summary of Average Number of Days Each Enrolled Person Attended School 
1913-1920, Table XVII 

In Buffalo County the number of days each pupil enrolled actually at- 
tended school was on an average as follows: 

In all schools each pupil enrolled attended 160 days or less. 

„ in „ „ „ „ „ 150 

114 1 40 

5 5 ±X ^ 5 5 5 5 5 5 5? 5 5 J -™~' 

„ 105 „ „ „ „ „ 130 

55 82 ,, ,, ,, ,, ,, 120 

55 61 „ ,, ., ,, ,, 110 

37 100 

5 5 '-' • 5 5 5 5 5 5 5 5 5 5 J-W 

5 5 J-^ 5 5 5 5 5 5 5 5 5 5 V\J 



4 



50 



How This Waste of Tax Payers' Money Can Be Prevented 

From the above figures it follows that all the schools of Buffalo County 
would have produced bigger results for their respective districts and at 
much less cost if, instead of having school open as long as they had each 
year, they had first cut the length of term in the respective districts 
to conform with the preceding summary and then had compelled evers 
pupil enrolled to attend every day school was in session, 

Bigger results would have produced if the length of term had been cut 
as here suggested and the pupls enrolled had been compelled to attend 
very day school was in session because the teacher would then have had 
the pupils of every class present every day school was in session. 

As the schools were conducted, however, every pupil ir>tr)e poorer 
schools was out of school on an average of every otner day school 
was in session. In the best schools, every pupil was out of school on 
an average of more than every eighth day. Hence, as the schools 
were conducted, tr;e teachers were compelled to spend a tremendous 
arr)ount of tiroe and effort to help absentees to catch up with their 
classes. This waste would not have bees) so great if all the make-up 
could have been done on a certain day of each week. But this Was 
impossible, for one day one pupil was out of school and the next day 
another pupil Was absent. 

Another waste coming from this method of conducting a school results 
from the fact that some pupils were out of school much more of the time 
than were other pupils. 

Hence, the pupils who came to school most regularly 
were penalized most heavily because they came to school 
most frequently. 

This is true because the teacher was compelled to plan the work of 
the various classes in such a way that the pupils who were absent most 
often could keep up with the work, instead of planning the work so that 
the pupils who were in school most of the time would have all the work 
they could do. 

Another waste that comes as a result of the schools being conducted 
as they were is the waste which results from having a part of the pupils 



44 



Nebraska State Teachers College, Kearney 



in one grade absent today and a part of the pupils of another grade absent 
tomorrow. In a district of larger size where the teacher has pupils of but 
one grade, this absence could be taken care of quite well by having- a 
make-up class for that grade. 

This method of dealing with the problem under our 
present district organization is impracticable, because the 
teacher already has more classes than she can handle 
well and this scheme would give her still more classes. 

The Remedy 

Hence, since this waste of time and money coming as a result of irreg- 
ular attendance cannot be overcome under the present system, the remedy 
is to cut the length) of terrn to the number of days the average pupil 
attended school and then compel every pupil enrolled to attend 
every day school is in session. If this were done, bigger results would 
have been produced even though 

All districts had cut their term to 156 days or less. 



J.J- 1 
114 


55 5 

55 5 


10b 


5 5 5 


82 


55 5 


61 


55 5 


37 


5 5 5 


12 


55 5 


4 


5 5 5 


1 


55 5 



„ 150 


55 


55 55 


„ 140 


55 


55 55 


,, 130 


55 


'5 55 


„ 120 


5 5 


5 5 55 


„ 110 


55 


» 5 55 


„ 100 


55 


55 55 


,, 90 


55 


55 55 


„ 80 


55 


55 55 


„ 50 


55 


55 5 5 



Waste Due To Present Organization Revealed by Attendance 

In our study of the census and the enrollment it was pointed. out that the 
maximum teaching load of a grade teacher is 30 pupils. It was noted that 
65 schools had fewer than this number of children of school age in their 
respective districts and that in the last eight years 94 schools have not had 
an enrollment equal to this maximum teaching load of the grade teacher. 
It was also pointed out that the teaching in these country schools cannot 
be made efficient because the teacher must teach from four to eight grades. 
A study of the average daily attendance shows that 106 of the 118 schools 
in the county have had fewer than this maxium teaching load in school each 
day school was open. While it may be contended that no system of organi- 
zation can maintain so great efficiency that the teacher will always have a 
full teaching load present in the 106 districts, yet the fact that 103 of these 
schools had fewer than 25 pupils in average daily attendance shows that 
great improvement can and ought to be made. 

Consolidation Is The Remedy 

Hence, while it had been noted how the school terrrj can be short- 
ened in oil trje districts without decreasing the present educational op- 
portunities of the children and wasting the tax payer's money a larg- 
er unit of organization than the present district systern, (which will 
make it possible to have yearly a full teaching load in attendance and a 



Buffalo County, Nebraska, School Survey 45 



teacher for each grade), will maKe for another tremendous saving 
to the tax payers and increase trje educational opportunities of the 
children, even though the length of term be shortened as outlin- 
ed in tr;e preceding paragraphs. Consolidation of districts, there- 
fore, would prove a real economy. 

The Compulsory Attendance Law 

Our study of the enrollment and average daily attendance leads us to in- 
quire into the operation of the Compulsory Attendance Law. A more com- 
plete study of the operation of the Compulsory Attendance Law will be 
made in our study of the schools for the period of L920-1 921. 

In this place we shall merely make a study of the inequalities resulting 
from the operations of the Compulsory Attendance Law as it now is and to 
note some of its inadequacies. 

In the first place, a child living in a city or metropolitan city school dis- 
trict must attend school regularoly the entire time each year in which the 
public day schools of such school district are in session, whereas children 
living in school districts other than city or metropolitan city school districts 
is compelled to attend only 6 months each year.(l) Just why this should be so 
is hard to understand. Does it mean that the schools other than the city 
and the metropolitan city schools are so poor that no child should be com- 
pelled to attend these schools more than 9 months in the year? Does it 
mean that the country child should have less education than the city child? 
Does it mean that the economic needs of the rural family are greater than 
the economic needs of the city family and that, in order to help support 
his family, the rural child should be compelled to miss school three or four 
months more in the year than the city child? 

In the second place, a child living in the city or metropolitan city school 
district must attend school until he has reached the age of 16 
unless he has been graduated from high school, whereas the country child 
under 16 years of age is not compelled to attend school if he has finished 
the 8th grade. (f) Does this mean that a country child who has completed the 
work of the 8th grade is as well fitted for the duties of life and citizenship 
as is the city child who has finished the work of the city high school? If 
not, it is hard to see what justification exists for this part of the law. 

Education statistics show that the average health of the country is 
poorer than the average health of the city. Hence, measured by this stand- 
ard, the country child should go to school more than the city child. Again 
the fact that each year many more country pupils fail than pass in the 8th 
grade examinations is proof that country children need much more train- 
ing and education than they now get. 

In the next place, no child living more than three miles from school 
by the nearest practicable traveled road is compelled to attend school un- 
less transportation is furnished. (2) Almost no city children in Nebraska 
live beyond this distance from the school whereas many country children 
live beyond this distance. But why a child living beyond this distance 
does not need education is something that cannot be explained. Hence, it 

(1) Article XIX, Section 6924 (a), 1921-2 School Laws of Nebraska, 
K-B Printing Company , Omaha. 

(2) Article XIX, Section 6924 i c )> 1921-2 School Laws of Nebraska, 
K-B Printing Company, Omaha. 



46 Nebraska State Teachers College, Kearney 



would seem that the present Compulsory Attendance Law is made so that 
children living in places where education is easy to be had must attend 
school, whereas children living' in communities where educational facilities 
are poor are thereby permitted to grow up as Topsy did. 

In the last place, a city child between 14 and 16 years of age who has 
finished the 8th grade may be permitted to work during* days school is in 
session only on the condition that he attends a part-time continuation 
school 8 hours of each week during - the entire school ye&v.(a) Since there 
are no continuation schools in the country districts, a country child be- 
tween 14 and 16 years of age who has completed the 8th grade can go to work 
without being compelled to do this amount of continuation school work re- 
quired of the city child. Hence, in every particular, the present Com- 
pulsory Attendance Law operates to the benefit of the city child and to the 
detriment of the country chiid. 

A study of another phase of the present Compulsory Attendance Law 
brings out another weakness. 

If the state compels a child to attend school, it must imply that the 
state guarantees the best possible environment for that child during the- 
time he is in school as well as good equipment for him to work with and 
the best hind of instruction under a competent teacher of the best character. 

A study of our rural schools reveals the fact that many of trjen) 
do not furnish these things for the children- Many districts r;ave 
poor buildings, poor equipment, incompetent teachers, and in sorrje 
cases teacrjers whose character is such that no child should be com- 
pelled to associate with then). Many instances of the above neglect 
on the part of ti)«- Buffalo County School districts car) be pointed out. 
However, space permits that but one case be given. 

A certain Buffalo County teacher during the term of 1920-21 sat in the 
rear of the room armed with a long stick in the end of which was in- 
serted a needle. Each time a pupil in that school turned in his seat the 
teacher would prod him with this device of torture. In this case, what 
would be the duty of a parent to his children? Should he submit to the 
present Compulsory Attendance Law which requires every boy and girl 
to attend school under this "'school keeper"? Should he defy the law, 
keep his children out of school, and risk the penalty that might be im- 
posed upon him? 

Suppose a school building is poorly heated, lighted or ventilated,, 
what then is the duty of the parent? Suppose the desks and seats cannot 
be adjusted to fit the child, what shall the parent do? Suppose that prop- 
er supplies such as textbooks are not provided. Suppose that a plentiful 
supply of drinking water is not provided. Suppose that there are chil- 
dren in schools whose character is such that it will react detrimentally 
upon the average boy or girl, 

In each of these cases what is the duty of the parent in regard 
to complying with the present Compulsory Attendance Law? 

How The Faults of The Present Law Can Be Overcome. 

Reorganization of the entire public school system so that the 
same educational opportunities Wiil be available for the country 
child as for trje city child is the only effective means of reaching 
the difficulties found in the present Compulsory Attendance Law. 
And to give to trje country child the same educational opportunity as 
to the city child wiil require, as has been pointed out in the study of 
the census and of the enrollmeQt, a much larger unit of school or- 
ganization. 

(a) Article XIX, 6924(c) pp. 100-1, 1922, School Laws Neb,, K.B.P.Co. Omaha. 







Buffalo 


County, Nebraska, School Survey 


47 








TABLE 


XVIII 










Average Daily 


Attendance 














1920—1921 










Rank: 


From 


LOWEST TO HIGHEST 






Rank 


Av.DailyAtf nd Dist. 


Rank 


Av.DailyAtt'nd Dist. Rank A v. 


DailyAtt'nd Dist. 


1 


4 


71 


41 


11 


88 81 


18 


26 


2 


5 


28 


42 


11 


89 82 


18 


39 


3 


5 


46 


43 


11 


111 83 


18 


57 


4 


6 


20 


44 


12 


29 84 


19 


59 


5 


6 


52 


45 


12 


40 85 


19 


95 


6 


6 


90 


46 


12 


55 86 


20 


38 


"7 


7 


45 


47 


12 


70 87 


20 


64 


8 


7 


65 


48 


12 


80 88 


20 


82 


9 


7 


79 


49 


12 


107 89 


21 


65 


10 


7 


94 


50 


12 


114 90 


21 


25 


11 


7 


132 


51 


13 


21 91 


21 


35 


12 


7 


117 


52 


13 


68 92 


22 


63 


13 


8 


1 


53 


13 


76 93 


22 


101 


14 


8 


27 


54 


13 


83 94 


23 


47 


15 


8 


44 


55 


13 


87 95 


24 


85 


16 


8 


48 


56 


13 


96 96 


25 


30 


17 


8 


49 


57 


13 


102 97 


26 


34 


18 


8 


61 


58 


14 


3 98 


28 


23 


19 


8 


74 


59 


14 


10 99 


29 


18 


20 


8 


86 


60 


14 


53 100 


29 


33 


21 


8 


98 


61 


14 


99 101 


30 


36 


22 


8 


116 


62 


14 


66 102 


30 


91 


23 


9 


4 


63 


35 


13 103 


32 


16 


24 


9 


6 


64 


15 


17 104 


36 


97 


25 


9 


50 


65 


15 


32 105 


38 


41 


26 


9 


51 


66 


15 


43 106 


43 


11 


27 


9 


58 


67 


15 


73 107 


46 


60 


28 


9 


67 


68 


15 


78 108 


51 


119 


29 


9 


84 


69 


15 


92 109 


71 


15 


30 


9 


93 


70 


15 


100 110 


76 


105 


31 


9 


103 


71 


15 


108 111 


94 


54 


32 


9 


104 


72 


15 


113 112 


120 


31 


33 


10 


62 


73 


16 


12 113 


202 


9 


34 


10 


72 


74 


16 


14 114 


247 


2 


35 


10 


77 


75 


16 


22 115 


289 


19 


36 


10 


109 


76 


16 


106 116 


390 


69 


37 


10 


110 


77 


17 


8 117 


1384 


7 


•38 


10 


115 


78 


17 


56 






39 


10 


120 


79 


17 


75 






40 


11 


42 


80 


17 


81 







The foregoing table shows that in 1920-21 the average daily attendance 
varied in the different schools from 4 to 1384. A more detailed study of 
this table is found on page 48. 



4S 



Nebraska State Teachers College, Kearney 



Summary of 1920-21 Average Daily Attendance, Table XVIII 

In 1920-21 the average daily attendance in the different districts ranged 
from 4 pupils to 1384 pupils. 

ioo schools had a daily attendance of less than 30 pupils. 



95 " " 

85 " " 


62 "• " 


32 " " 


12 " " 


1 " •' 



9 schools had a daily attendance of more than 70 pup 

una a u ait 



200 

300 

1300 



A Comparative Study of The Average Daily Attendance 



No. of schools with a daily attendance of less than 30 

u u a a a 2 _ 

" " " " " 20 

u u u I5 

" " " 10 

" " " 8 

a a i, a a _ 

No. of schools with a daily attendance of more than 70 

" " " " " " " " t( " 200 

" " ' ; " " " " ' " " " 300 

" " " " " " "' " " "1300 



1913-20 1920-21 

TOO 



I06 

IO3 

90 

72 
36 

18 

2 



95 
85 
62 

32 

12 

1 



Total average daily attendance in all the Schools 4060.4 4507. 
Average daily attendance in each school 34.4 38.5 

Median daily attendance in all schools i3.2 14. 

Per cent increase in average daily attendance in all schools 10.9 per cent 
Percent increase in average daily attendance in each school n. 9 per cent 
Percent increase in median average daily attendance 6. per cent 



Buffalo County. Nebraska, School Survey 

TABLE XIX 
Per Cent of Census In Average Daily Attendance 

1920-1921 

Rank: From Lowest to Highest 



lank 


Per 


Dist. 


Rank 


Per 


Dist. 


Rank 


Per 


Dist 




Cent 






Cent 






Cent 




1 


19.3 


52 


41 


46.4 


87 


81 


60. 


13 


2 


20. 


46 


42 


46.6 


21 


82 


60. 


85 


3 


21.4 


51 


43 


46.6 


26 


83 


60. 


97 


4 


22.2 


61 


44 


47.2 


56 


84 


60. 


100 


5 


23.5 


71 


45 


47.6 


62 


85 


60.7 


81 


6 


26.9 


99 


46 


47.7 


5 


86 


61.1 


107 


7 


30. 


45 


47 


48.1 


76 


87 


61.2 


59 


8 


32. 


44 


48 


48.2 


53 


88 


61.4 


12 


9 


32.2 


109 


49 


48.8- 


35 


89 


62.9 


75 


10 


32.6 


67 


50 


48.9 


113 


90 


64.5 


82 


11 


33.3 


48 


51 


50. 


10 


91 


65. 


68 


12 


34.2 


83 


52 


50. 


86 


92 


65.2 


108 


13 


34.7 


27 


53 


50. 


94 


93 


65.3 


16 


14 


35.7 


28 


54 


50. 


102 


94 


65.6 


25 


15 


36.8 


79 


55 


50.1 


119 


95 


66.1 


117 


16 


37.2 


22 


56 


50.9 


20 


96 


66.6 


91* 


17 


38. 


49 


57 


50.9 


23 


97 


67.4 


33 


18 


38.7 


55 


58 


51.9 


101 


98 


68.1 


73 


19 


38.8 


112 


59 


52.1 


98 


99 


68.2 


38 


20 


39.3 


90 


60 


52.3 


42 


100 


70.9 


110 


21 


39.7 


114 


61 


52.3 


88 


101 


71.4 


78 


22 


40. 


74 


62 


52.5 


14 


102 


73.6 


66 


23 


40.5 


43 


63 


52.7 


17 


103 


73.7 


105 


24 


41.8 


36 


64 


53.3 


106 


104 


75.4 


11 


25 


42.1 


1 


65 


53.8 


65 


105 


76.7 


2 


2(5 


42.4 


3 


66 


53.8 


115 


106 


76.9 


77 


27 


42.8 


64 


67 


54. 


92 


107 


79.4 


18 


28 


42.8 


80 


68 


54.1 


34 


108 


80.6 


15 


29 


43. 


84 


69 


54.3 


116 


109 


81.8 


39 


30 


43.1 


63 


70 


55.8 


8 


110 


83.6 


60 


31 


43.4 


120 


71 


56.2 


58 


111 


84.6 


89 


32 


43.8 


104 


72 


56.2 


93 


112 


85. 


54 


33 


43.9 


57 


73 


56.6 


50 


113 


86.8 


95 


34 


44.8 


96 


74 


57.1 


29 


114 


90.3 


41 


35 


45. 


103 


75 


57.1 


40 


115 


91.5 


19 


36 


45.4 


72 


76 


57.6 


32 


116 


93.9 


9 


37 


45.8 


111 


77 


58.1 


6 


117 


95.4 


69 


38 


46. 


47 


78 


58.8 


7 








39 


46.1 


70 


79 


58.8 


31 








40 


46.2 


30 


80 


60. 


4 









The foregoing- table shows that in 1920-21 the per cent of the census 
in school each day school was in session varied in the different districts 
from 19.3 per cent to 95.4 per cent. A further study of this table is found 
on page 50. 

* Consolidated District No. 1. 



50 



Nebraska State Teachers College, Kearney 



Summary of Per Cent of Census In Daily Attendance, 1920-21 
TABLE XIX 



distr 



cts ha 



1 less than 90 per cent of census present each day. 



113 
111 

107 
103 
99 
90 
79 
69 
50 
34 
21 
13 

6 

5 

1 

A Comparative Study of The Per Cent of Census in Daily Attendance 

1913-20 1920 21 



85 " 


80 " " 


75 " " 


70 " 


65 " 


60 " 


55 •' 


50 " 


45 ' ; " 


40 " 


35 ; ' 


30 " 


25 " 


20 " 



Schools w\ 



th less than 90 per cent of census present daily 



Per cent of total 



Per cent of w 



" 85 

" 80 

" 75 

" 70 

" 65 

" 60 

" 55 

" 50 

" 45 

" 40 

" 35 

" 30 

" 25 

" 20 
census 



i average daily attendance 



dian census in average daily attendance 



117 


111 


116 


107 


115 


103 


113 


99 


109 


90 


102 


79 


94 


69 


74 


50 


46 


34 


25 


21 


8 


13 


4 


6 


1 


5 





1 


57.1 


62.3 


46.65 


52.1 



Buffalo County, Nebraska, School Survey 



51 



TABLE XX 

Loss Due to Failure to Attend Daily, Eased on Census 

1920-1921, 

Rank: From Lowest to Highest 



Rank Loss Dist. Rank Loss 



Dist. Rank Loss 



Dist, 



1 


2. 


98 


41 


11. 


62 


81 


17.5 


67 


2 


2.9 


95 


42 


11. 


81 


82 


18.5 


69 


3 


3. 


77 


43 


11. 


82 


83 


18.9 


113 


4 


4. 


39 


44 


11. 


103 


84 


19. 


3 


5 


5. 


66 


45 


11. 


112 


85 


19. 


55 


6 


5.4 


20 


46 


11.4 


84 


86 


19. 


56 


7 


6. 


4 


47 


12, 


59 


87 


19. 


99 


8 


6. 


29 


48 


12. 


72 


88 


20. 


13 


9 


6. 


65 


49 


12. 


74 


89 


20. 


46 


10 


6. 


78 


50 


12. 


79 


90 


20.2 


101 


11 


6.1 


110 


51 


12.4 


92 


91 


20.8 


26 


12 


6.3 


41 


52 


13. 


9 


92 


21. 


109 


13 


6.5 


50 


53 


13. 


49 


93 


21.9 


104 


14 


6.7 


6 


54 


13. 


71 


94 


22. 


34 


15 


6.7 


98 


55 


13. 


102 


95 


22. 


35 


18 


7. 


18 


56 


13. 


111 


96 


22. 


43 


17 


7. 


31 


57 


13. 


120 


97 


22.9 


114 


18 


7. 


58 


58 


13.7 


8 


98 


23. 


5 


19 


7. 


68 


59 


13.7 


17 


99 


23. 


57 


20 


7. 


73 


60 


14. 


10 


100 


24. 


64 


21 


7. 


93 


61 


14. 


11 


101 


24. 


97 


22 


7. 


94 


62 


14. 


33 


102 


25. 


52 


23 


7. 


107 


H3 


14. 


45 


103 


25. 


83 


24 


7.1 


117 


64 


14. 


70 . 


104 


26. 


19 


25 


7.3 


116 


65 


14. 


76 


105 


27. 


23 


26 


8. 


86 


66 


14. 


106 


106 


27. 


47 


27 


8. 


108 


67 


14.4 


21 


107 


27. 


105 


28 


8.3 


115 


68 


14.5 


53 


108 


27.6 


22 


29 


9. 


28 


69 


14.7 


14 


109 


28. 


61 


30 


9. 


40 


70 


15. 


27 


110 


29. 


30 


31 


9. 


60 


71 


15. 


87 


111 


29. 


63 


32 


9.2 


38 


72 


15. 


91 


112 


33. 


51 


33 


9.7 


90 


73 


15.6 


54 


113 


39.7 


12 


34 


10. 


42 


74 


16. 


84 


114 


41.3 


36 


35 


10. 


75 


75 


16. 


80 


115 


51.3 


119 


36 


10. 


88 


76 


16. 


85 


116 


75. 


2 


37 


10. 


100 


77 


16. 


96 


117 


966. 


7 


38 


11. 


1 


78 


17. 


15 








39 


11. 


25 


79 


17. 


16 








40 


11. 


32 


80 


17. 


44 









This table shows that in 1920-21 the schools in the different districts had 
from 2 pupils to 966 pupils of school age out of school each day school was 
in session. A further study of this table is found on page 65. 



59 



Nebraska State Teachers College, Kearney 



Summary of Daily Loss Through Failure to Attend, Based on Census 
1920-21 TABLE XX 

In 1920-21 each day school was in session — 

113 schools had 5 or more pupils of school age absent. 



84 


" 10 " ' 


48 


" 15 " ' 


30 


" 20 " ' 


16 


" 25 " ' 


6 


" 30 " ' 


3 


" 50 " ' 


1 


" 900 " ' 



H3-20 


1920-21 


117 


113 


103 


84 


60 


48 


35 


30 


16 


16 


7 


6 


5 


3 


2 


1 


1 


1 



A Comparative Study of The Daily Loss Through Failure to Attend Daily, 

Based on Census 

Schools having - 5 or more census pupils absent dai]y 

u u -JQ a a a a a a 

,, u -i c a a a a, a a 

a a 20 " " "• " " " 

" " 25 " " " " " " 

" " 30 " " " " " " 

. t . (4 cr\ a a a a a a 

a a -i aa u a a a a a 

u a qqq a a a u u u 

Summary of Per Cent of Enrollment in Average Daily Attendance 

1920-21 Table XXI {On the following page.) 

115 districts had less than 95 per cent of enrollment present each day 
105 " " " 

93 " " " 

69 " " " 

48 (t tt a 

35 " " " 

24 " " " 

14 « •' « 

6 " " " 

3 " " " 

1 " " " 

A Comparative Study of The Per Cent of Enrollment in 
Average Daily Attendance 

1913-20 1920-21 
Schools with less than 95 per cent enrollment present each day 118 



90 


a a i 


85 


a t i i 


80 


u a t 


75 


a u i 


70 


a a i 


65 


U it t 


60 


a a i 


55 


a a t 


50 


a a i 



u it . 


' " 90 


" " ' 


' " 85 


a a i 


' " 80 


" " ' 


' " 75 


a a i 


' " 70 


" " ' 


' " 65 


U U 4 


' " 60 


u u t 


' " 55 


a tt • 


' " 50 


a u i 


40 


u ii i 


' " 35 



Per cent of total enrollment in average daily attendance 
Per cent of median " " " " " 



118 


115 


118 


105 


117 


93 


113 


69 


97 


48 


76 


35 


52 


24 


22 


14 


7 


6 


3 


3 


1 


1 


1 





73.3 


78.1 


66.2 


76.9 



Nebraska State Teachers College, Kearney 



53 



TABLE XXI 

Per Cent of Enrollment In Average Daily Attendance 

1920-1921 

Rank: From Lowest to Highest 



lank 


Per 


Dist. 


Rank 


Per 


Dist. 


Rank 


Per 


Dis 




Cent 






Cent 






Cent 




1 


38.8 


99 


41 


71.2 


104 


81 


81.8 


39 


2 


47. 


42 


42 


71.4 


28 


82 


81.8 


58 


3 


47. 


49 


43 


71.4 


43 


83 


82.1 


47 


4 


50. 


52 


44 


71.4 


73 


84 


82.1 


26 


5 


52. 


83 


45 


71.9 


114 


85 


82.7 


69 


6 


52.5 


90 


46 


73.1 


13 


86 


82.7 


110 


7 


56. 


66 


47 


73.8 


119 


87 


83.3 


62 


8 


57.1 


44 


48 


73.9 


81 


88 


83.3 


91 


9 


57.1 


71 


49 


75. 


32 


88 


83.3 


100 


10 


57.1 


74 


50 


75. 


40 


90 


83.8 


9 


11 


57.1 


82 


51 


75. 


51 


91 


83.8 


41 


12 


58.3 


112 


22 


75. 


78 


92 


84.1 


54 


13 


58.8 


72 


53 


75. 


93 


93 


84.6 


111 


14 


59.3 


59 


54 


75. 


103 


94 


85.7 


55 


15 


60.4 


34 


55 


76.1 


106 


95 


85.7 


70 


16 


61.5 


27 


56 


76.2 


7 


96 


86.4 


16 


n 


61.5 


48 


27 


76.4 


102 


97 


86.5 


8 


18 


61.5 


61 


58 


76.5 


97 


98 


86.6 


96 


19 


61.5 


86 


59 


76.9 


31 


99 


86.7 


12 


20 


62. 


57 


60 


76.9 


120 


100 


86.7 


60 


21 


62.5 


46 


61 


77.2 


50 


101 


86.9 


2 


22 


62.5 


77 


62 


77.7 


10 


102 


87. 


116 


23 


64.2 


4 


63 


77.7 


65 


103 


87.8 


33 


24 


64.7 


88 


64 


77.7 • 


79 


104 


88. 


19 


25 


65. 


87 


65 


78.1 


84 


105 


88.8 


1 


26 


65.3 


67 


66 


78.6 


113 


106 


90. 


17 


27 


65.6 


22 


67 


78.9 


108 


107 


90. 


21 


28 


66.6 


23 


68 


79.4 


18 


108 


91.3 


5 


29 


66.6 


29 


09 


79.5 


95 


109 


9L3 


25 


30 


66.6 


109 


70 


80. 


20 


110 


91.3 


35 


31 


66.6 


45 


71 


80. 


85 


111 


91.6 


89 


32 


66.6 


64 


72 


80.6 


15 


112 


91.6 


107 


33 


67.5 


36 


73 


80.6 


30 


113 


93. 


6 


34 


68.4 


68 


74 


80.8 


115 


114 


83.3 


3 


35 


68.4 


76 


75 


80.9 


56 


115 


93.4 


11 


36 


70. 


94 


76 


80.9 


75 


116 


95.6 


63 


37 


70.3 


101 


77 


81.1 


92 


117 


99. 


38 


38 


70.5 


80 


78 


81.1 


98 








39 


70.8 


14 


79 


81.7 


105 








40 


71. 


53 


80 


81.7 


117 









The foregoing table shows that in 1920-21 the per cent of the enroll- 
ment in average daily attendance varied in the different districts from 
38.8 per cent to 99 per cent. A more detailed discussion of this table is 
found on page 52. 



H 



Nebraska State Teachers College, Kearney 



TABLE XXII 
Average Daily Loss Through Failure to Attend 
Based on Enrollment 

1920—1921 
Rank: From Lowest to Highest 



Rank 


Loss 


Dist. 


Rank 


Loss 


Dist. 


Rank 


Loss 


Dist 


1 


.2 


38 


41 


3.1 


117 


81 


6. 


81 


2 


.7 


6 


42 


3.4 


92 


82 


6. 


85 


3 


1. 


1 


43 


3.8 


26 


83 


6. 


88 


4 


1. 


3 


44 


4. 


10 


84 


6, 


91 


5 


1. 


63 


45 


4. 


29 


85 


6.7 


14 


6 


1. 


89 


46 


4. 


33 


86 


6.9 


104 


7 


1. 


107 


47 


4. 


39 


87 


7. 


18 


8 


1.3 


116 


48 


4. 


40 


88 


7. 


60 


9 


1.4 


20 


49 


4. 


56 


89 


7. 


72 


10 


1.4 


21 


50 


4. 


75 


90 


7. 


87 


11 


1.7 


17 


51 


4. 


102 


91 


8.6 


22 


12 


1.7 


98 


52 


4. 


108 


92 


9. 


49 


13 


2. 


5 


53 


4.5 


67 


93 


9. 


64 


14 


2. 


25 


54 


4.9 


95 


94 


9.2 


101 


15 


2. 


■ 28 


55 


4.9 


113 


95 


9.7 


12 


16 


2. 


35 


56 


5. 


4 


96 


11. 


13 


17 


2. 


55 


57 


5. 


16 


97 


11. 


57 


18 


2. 


58 


58 


5. 


27 


98 


11. 


66 


19 


2. 


62 


59 


5. 


32 


99 


11. 


97 


20 


2. 


65 


60 


5. 


47 


100 


11. 


99 


21 


2. 


70 


61 


5. 


48 


101 


11.3 


41 


22 


2. 


79 


62 


5. 


61 


102 


12. 


42 


23 


2. 


96 


63 


5. 


73 


103 


12. 


83 


24 


2. 


111 


64 


5. 


80 


104 


13. 


59 


25 


2.3 


115 


65 


5. 


86 


105 


14. 


23 


26 


2.4 


84 


66 


5. 


106 


106 


14.3 


36 


27 


2.5 


50 


67 


5. 


109 


107 


15. 


82 


28 


2.7 


8 


68 


5. 


112 


108 


16.6 


54 


29 


3. 


11 


69 


5.5 


53 


109 


17. 


5 


30 


3. 


31 


70 


5.7 


90 


110 


17. 


34 


31 


3. 


45 


71 


5.9 


114 


111 


17. 


105 


32 


3. 


46 


72 


6. 


30 


112 


18.3 


119 


33 


3. 


51 


73 


6. 


43 


113 


37. 


2 


34 


3. 


71 


74 


6- . 


44 


114 


38. 


19 


35 


3. 


93 


75 


6. 


52 


115 


39. 


9 


36 


3. 


94 


76 


6. 


68 


116 


81.5 


69 


37 


3. 


100 


77 


6. 


73 


117 


430 


1 


38 


3. 


103 


78 


6. 


74 








39 


3. 


120 


79 


6. 


76 








40 


3.1 


110 


80 


6. 


77 









The foregoing table shows that in 1920-21 each day school was in ses- 
sion from 0.2 pupils to 430 pupils enrolled were absent in the respective 
districts. A more complete analysis of this table is found on page 55. 



Buffalo County, Nebraska, School Survey 



55 



Summary of Daily Loss Through Failure to Attend Based on Enrollment 
1920-21, TABLE XXII 

Each day school was in session: 
89 schools counted absent each day 3 or more pupils enrolled 



62 

27 

22 

11 

5 

2 
1 



10 
15 
25 

75 

400 



A Comparative Study of Daily Loss Through Failure to Attend Daily 
Based on Enrollment 











1933-20 


1920-21 


Schools counting absent each 


day 3 or more 


pupils 


enrolled 


114 


89 


.( tt tt tt 


" 5 " " 


" 


1 1 




93 


62 


1 1 1 1 tt 1 1 


" 8 " " 


" 


a 




41 


27 


it ct tt a 


" 10 " " 


" 


1 1 




26 


22 


t< tt ft it 
tt 1 1 it a 
it it .i tt 


It IK tt U 

" 25 " " 
" 50 " " 


1 1 


1 1 • 




11 

7 
4 


11 
5 
2 


" " ' k " 


" 65 " " 


" 


1 1 




3 


2 


(( u »t it 

1 1 a tt tt 


" 75 " " 
"400 " " 


a 


it 

tt 




2 

1 


■ 2 
1 



Summary of Number of Days Attended by Each Person Enrolled 
(Table XXIII, on following page) 

In 1920-2], the number of days each pupil enrolled actually attended 
school was on an average as follows: 

In all schools each pupil enrolled attended 170 days or less 



114 

100 
81 
70 
47 
28 
17 
10 
5 
1 



160 

150 

140 

130 

120 

110 

100 

90 

80 

60 



A Comparative Study of The Number of Days Each Pupil Enrolled 
Actually Attended School 

DAYS ATTENDED BY EACH PUPIL ENROLLED NUMBER OF SCHOOLS 

1913-20 1920-21 



170 davs or 


less 


160 " " 


a 


150 " " 


l ' 


140 " " 


tt 


130 " " 

120 " " 


tt 
tt 


110 " " 
100 " " 


'' 


90 '• " 


tt 


80 " " 


" 


60 " " 


tt 


SO " " 


1 1 



118 


117 


118 


114 


117 


100 


114 


81 


105 


70 


82 


47 


61 


28 


37 


17 


12 


10 


4 


5 


1 


1 


1 






56 



Buffalo County, Nebraska, School Survey 



TABLE XXIII 

Average Number of Days Attended by Each Person Enrolled 

1920-1921 

Rank: From Lowest to Highest 



Rank 


Days 


Dist. 


Rank 


Days 


Dist. 


Rank 


Days 


Dist. 


1 


54.4 


99 


41 


118.1 


36 


81 


140. 


10 


2 


74.3 


49 


42 


118.5 


78 


82 


140.8 


21 


3 


76.1 


106 


43 


118.7 


97 


83 


141.1 


15 


4 


76.5 


42 


44 


119.2 


103 


84 


141.9 


30 


5 


79.4 


74 


45 


119.2 


120 


85 


142.1 


108 


6 


81.1 


90 


46 


120. 


32 


86 


142.5 


91 


7 


82.1 


83 


47 


120, 


51 


87 


143.9 


89 


8 


89. 


52 


48 


120.8 


102 


88 


144.5 


47 


9 


89.1 


82 


49 


121.1 


84 


89 


145. 


9 


10 


89.6 


66 


50 


121.7 


68 


90 


145.1 


6 


11 


91. 


112 


51 


122. 


50 


91 


145.4 


105 


12 


91.4 


71 


52 


122.5 


94 


92 


145.6 


25 


13 


95. 


59 


53 


122.9 


65 


93 


145.6 


26 


14 


95.3 


27 


54 


123.3 


114 


94 


145.7 


75 


15 


96.1 


34 


55 


125. 


28 


95 


145.7 


107 


16 


97.1 


61 


56 


125.1 


113 


96 


145.9 


41 


17 


98.7 


46 


57 


125.4 


56 


97 


146. 


92 


18 


100.5 


72 


58 


126. 


58 


98 


147.1 


117 


19 


101.7 


44 


59 


126.4 


53 


99 


148.1 


54 


20 


103.8 


31 


60 


126.4 


73 


100 


148.9 


69 


21 


104.6 


45 


61 


126.5 


101 


101 


150.5 


8 


22 


105. 


109 


62 


127.1 


40 


102 


150.8 


16 


23 


106. 


76 


63 


127.2 


20 


103 


151.7 


55 


24 


107.6 


86 


64 


127.2 


85 


104 


152.4 


35 


25 


108.3 


48 


65 


127.2 


119 


105 


152.6 


12 


26 


108.6 


57 


66 


127.3 


98 


106 


152.7 


60 


27 


108.8 


79 


67 


127.5 


14 


107 


153. 


2 


28 


109. 


80 


68 


128.5 


43 


108 


153.2 


19 


29 


110.3 


77 


69 


129.3 


115 


109 


155.4 


3 


30 


114. 


104 


70 


129.7 


93 


110 


156. 


96 


31 


114.5 


88 


71 


130.2 


13 


111 


157.5 


17 


32 


115.6 


67 


72 


130.7 


110 


112 


158.2 


T_ 


33 


115.7 


4 


73 


130.9 


39 


113 


158.8 


5 


34 


116.1 


95 


74 


131.6 


100 


114 


159.9 


111 


35 


116.7 


81 


75 


132. 


70 


115 


164.9 


11 


36 


116.7 


22 


76 


132.5 


62 


116 


166.3 


38 


37 


117. 


87 


77 


132.7 


7 


117 


169.3 


63 


38 


118. 


23 


78 


137.5 


116 








39 


118. 


29 


79 


137.9 


33 








40 


118. 


64 


80 


138.1 


18 








The foregoing table 


shows 


that on 


an average each 


pupil 


enrolled 


actually attended school in the 


different 


districts from 54.4 days 


to 169.3 


days < 


?ach year 


. A further summary of this table 


is given 


on page 55. 



Buffalo County, Nebraska, School Survey 57 

Summary of The Facts Revealed by The Comparative Study of The Average 

Daily Attendance 

The preceding- comparative study of the Average Daily Attendance indi- 
cates that the Average Daily Attendance is increasing for the county as a 
whole, but decreasing in many individual schools. Likewise, the study 
shows that there is an increase in the per cent of Census in Average 
Daily Attendance. The study also shows that there is an increase in the 
per cent of Enrollment in Average Daily Attendance. But while the study 
shows there has been an increase in the Average Daily Attendance, tak- 
ing the county as a whole, yet, it also shows that even with this increase, 
the Average Daily Attendance is far below what it should be. 

Hence, the waste pointed out in our analysis of the Average Daily At- 
tendance of the period 1913-20 is equally true today. Consequently, the one 
big thing that our study of the Census, Enrollment, and the Average 
Daily Attendance has revealed is the fact that as our schools are now con- 
ducted they are most wasteful in both time and money. 

Tr;is waste is so great that if a good business man were given 
charge of the schools he would immediately change the present sys- 
tem of school organization o conform with sound business principles. 

How The Compulsory Attendance Law Worked in 1920-1921. 

A study of the pupils subject to the Compulsory Attendance Law as set 
forth in the Directors' Annual Reports and of the pupils who complied 
with the Compulsory Attendance Law as set forth in the Teachers' Terra 
Summaries filed at the end of the school term revealed the following 
facts: 

1. Twenty-five districts, or 21.1 per cent of all districts, failed to re- 
port in the Director's Annual Report the number of children in 
the district subject to the Compulsory Attendance Law. 

2. The teachers of six districts, or of 5 per cent of all districts, 
failed to report the number of children in the district subject to 
the Compulsory Attendance Law who complied with the law. 

3. In only 13 districts, or 11 per cent of all districts, the reports in- 
dicate that the exact number of children subject to the Compulsory 
Attendance Law complied with the law. 

4. In 17 districts, or 14.4 per cent of all districts, the teachers' re- 
ports show that more children subject to the Compulsory Atten- 
dance Law complied with the law than the Directors Annual Re- 
ports indicate were in the district. From this fact but one of two 
conclusions can be drawn. 

Either the teachers made incorrect reports or else the directors 
failed to find and report all children subject to the Compulsory 
Attendance Law 

5. In 57 distrits, or 48.3 per cent of all districts, the Directors' An- 
nual Reports show that there were more children in the district 
subject to the Compulsory Attendance Law than the teachers' re- 
ports show complied with the law. 

Here is evidence which proves that the present Compulsory At- 
tendance Law, inadequate as it now is, is not enforced. 



58 



Nebraska State Teachers College, Kearney 



Buffalo County Teachers Certificates Held 

Reports filed by 105 teachers at the beginning- of the school year 1920- 
21 show that teachers in 105 one-teacher schools held certificates as follows: 



Number of teach- 


Per Cent of teach- 


Certificate Held 


ers reporting 


ers so reporting 




4 


3.8 


Not given 


6 


5.7 


Emergency 


2 


1.9 


Elementary Rural 


65 


61.8 


SecondGradeCounty 


-20 


19. 


First Grade County 


4 


3.8 


Elementary State 


4 


3.8 


Life 



Similar reports filed by teachers teaching in two-teacher schools 
or larger schools show that certificates as follows were held by 19 such 
teachers reporting: 

Number of teach- Per Cent of teach- Certificates Held 

ers reporting 1 ers so reporting 



5.2 
42.1 
31.5 
21. 



Elementary Rural 
Second Grade Co. 
First Grade Co. 
Elementary State 



Amount of Norma! Training These Teachers Have Had 

A special report, filed at the beginning of the school year 1920-21 by 

105 teachers teaching in one-teacher schools, shows that these teachers had 

had the following amount of training: 

Number of teach- Pi 

ers reporting ei 

11 

2 
1 
1 
1 
1 
4 
15 
7 



6 
12 



7 

22 

6 



it of teach- 


Amount of Normal 


reporting 


Training 


10.4 


Not given. 


1.9 


Required Amount. 


.9 


Part requirement 


.9 


A Course 


.9 


Several weeks. 


.9 


? 


3.8 


Less than 8 weeks. 


14.2 


8 weeks 


6.6 


More than 8 weeks 




Less than 16 weeks 


5.7 


16 weeks 


11.4 


More than 16 weeks 




Less than 36 weeks 


7.6 


36 weeks 




Less than 72 weeks. 


6.6 


More than 36 weeks 


20.9 


72 weeks 


5.7 


Less than 72 weeks 




More than 144 weeks 


.9 


144 weeks. 



Similar reports filed by teachers teaching in two-teacher schools or larg- 



Buffalo County, Nebraska, School Survey 



59 



er schools show that 19 such teachers reporting- had had Normal Training 
as follows : 



Number of teach- 


Per cent of teach- 


Amount of normal 


ers reporting 


ers so reporting 


Training 


2 


10.5 


Not given. 


1 


5.3 


Required amount 


6 


31.5 


8 weeks 


1 


5.3 


12 weeks 


1 


5.3 


18 weeks 


3 


15.7 


44 weeks 


4 


21. 


72 weeks 


1 


5. 3 


108 weeks 



Experience These Teachers Have Had 

In the same report filed at the beginning- of the school year 1920-21, 
the 105 teachers teaching* in one-teacher schools report the following 
amount of experience: 



Number of teach- 


Per cent of teach- 


A mount of Experience 


ers reporting. 


ers so reporting, 




8 


7.6 


Not given 


l4 


13-3 


None 


20 


19. 


Less than 9 months. 


9 


8.5 


9 months. 


i.5 


14.2 


More than 9 months. 
Less than 18 months 


13 


12.3 


From 18 to 36 months 


9 


8.5 


37 months to 60 months 


5 


4.7 


61 " "85 " 


i 


•9 


135 months 


i 


•9 


4oo months 


2 


1.9 


2 years 


5 


4-7 


From 5 years to 10 years 


3 


2.8 


" 12 " "15 " 



Similar reports filed by teachers teaching in two-teacher schools or larger 
schools show that 19 such teachers reporting had had experience as follows: 



dumber of teach- 


Per cent of teach- 


Amount of Experience 


ers reporting 


ers 


so reporting 




3 




i5.8 


None 


1 




5.2 


Less than 9 months 


2 




10.5 


9 months 


2 




10.5 


More than 9 months 
Less than 18 months 


4 




21. 


From 18 to 36 months 






5-2 


" 37 " 60 " 






5-2 


" 61 " 85 






5-2 


2 years 






5-2 


3 years 






5,2 


8 years 






5-2 


12 years 






5.2 


"Many months" 



t>o Nebraska State Teachers College, Kearney 

Teachers' Length of Service in The Sams District 

From such sources as are available, it is found that 24 teachers in the 
one-teacher schools were teaching their second termor more in the same 
district in 1920-21, This will indicate that more than 75 per cent of the 
one-teacher schools were being taught by new teachers in 1921. 

The same sources indicate that in the two-teacher schools or larger 
schools 10 teachers were teaching their seeond term or more in the same 
district in 1920-21. This would seem to indicate that almost a half of the 
teachers in schools larger than one-teacher schools serve a longer time in 
the same district than do teachers in the one-teacher school. 

Do The Teachers Attend !nstitute? 

In the special reports filed by the teachers of one-teacher schools at the 
beginning of the school year 1920-21, 9 do not state whether or not they at- 
tend institute; 3 report that they did not attend institute, while all 
the others report that they did attend institute. Two teachers attended 
institute in other counties than Buffalo County. 

Of teachers in two-teacher schools and larger, 3 did not state in the 
special report whether or not they attended institute. All others attend- 
ed institute in Buffalo County. 

Are The Rural Teachers of Buffalo County Well Qualified? 

The foregoing facts concerning rural teachers of Buffalo County seem 
to indicate: 

1. That the great majority of rural teachers are almost untrained. 
This is shown by the fact that almost none of the rural teachers 
hold certificates indicating any professional training worth mention- 
ing. This fact is further brought out in the study of the amount of 
Normal Training these teachers have had. Of the teachers in one- 
teacher schools, 61 or 57.6 per cent of these teachers, had had less 
than one year of Normal Training while of the teachers in two- 
teacher schools and larger schools, 11, or 57.9 per cent, of these 
teachers, had had less than one year of Normal Training. 

2. That the length of time that the average person serves in the 
teaching capacity is relatively short, for of those teaching in the one- 
teacher schools, 51 or 48.4 per cent of these teachers, had had one 
year or less than one year of experience, and 66 of the teachers, or 
62.6 per cent had had less than two years of experience. Of the 
teachers in two-teacher schools and larger schools, 6, or 31.5 pet- 
cent had had one year or less experience. Eight or 41.5 percent of 
these teachers, had had less than two years of experience. 

3. That in the one-teacher schools, three-fourths of the teachers are 
new in the district each year. In the two-teacher schools and 
larger schools, more than half the teachers are new in the district 
each year. 

This Study of the Teachers' Qualifications Shows 

1. That all the rural districts suffered a big loss in time and money due 
to the frequent changes in the teaching personnel. 

2. That nearly all the rural districts suffered a much greater loss in 
time and money because their schools were taught by almost totally un- 
trained teachers. 



Buffalo County, Nebraska, School Survey 61 



3. That the education of nearly all the rural teachers consisted almost 
entirely of memorized facts.* Hence, these teachers' conception of the teach- 
ing process is that it consists of making children "learn facts". This ac- 
counts for the almost universally low estimate placed upon education and 
it also accounts for the next conclusion to be drawn from our study of the 
teachers' qualifications. 

4. That the school boards and the people in general hold the mistaken 
belief that "pretty near anybody can learn kids". 

* At this time it is well to recall that in our study of the school term on 
page 7, it was pointed out that 

"Educators today are agreed that the purpose of public education 
is fourfold: first, to secure and maintain perfect health; second, to 
give the individual ability to do his work better; third, to make the 
individual a more effective citizen; arid, fourth, to teach the indi- 
vidual tf)s roost wholesome use of leisure time." 

The study of the teachers' qualifications immediately preceding show 
beyond the peradventure of a doubt that this conception of education is 
almost wholly unknown by the rural teachers, school boards, and patrons 
of Buffalo County. Proof that such is the fact is offered in the following 
study of the buildings in which the rural teachers of Buffalo County work, 
the condition of these buildings, the equipment provided, and the work 
that is expected of the rural teachers. 

Many instances can be given of students without any previous 
knowledge of a subject cramming on that subject for a few days and pass- 
ing with a high grade a county examination as stipulated in the law quot- 
ed below. 

In a certain three-day institute held during the summer of 1921 were 
five teachers who because of inability to do the work, had been compell- 
ed to drop out of high school before finishing the tenth grade. Each of 
these people took the teachers' examinations prescribed in the law below 
and has been teaching ever since. 



* Approximately 70 per cent of the rural teachers held a second grade 
county certificate or less. The 1921-22 School Laws of Nebraska, K-B 
Printing Co., Omaha, Nebraska, Article XIII, Section II, pages 76-77 
says: "A second grade county certificate may be issued to any person who 
has had eight weeks of normal training in a normal school or college and 
upon passing a state examination in orthography, reading, penmanship, geo- 
graphy, mental and written arithmetic, physiology and hygiene, English 
grammar, English composition, United States History, civil government, 
drawing, theory and art of teaching, bookkeeping, and the elements of 
agriculture with a general average of not less than 80 per cent in all sub- 
ejets and with no grade below 70 per cent." 



62 Nebraska State Teachers College, Kearney 

TABLE XXV 

Value of Schoolhouse 

1920—1921 

Rank: From Lowest to Highest 

Rank Value Dist. Rank Value Dist. Rank Value Dist. 



1 


150. 


20 


41 


600. 


85 


81 


1400. 


30 


2 


300. 


26 


42 


600. 


97 


82 


1400. 


66 


3 


300. 


48 


43 


600. 


102 


83 


1500. 


3 


4 


300. 


52 


44 


600. 


103 


84 


1500, 


5 


5 


300. 


83 


45 


600. 


113 


85 


1500. 


49 


6 


300. 


87 


46 


650. 


35 


86 


1500. 


63 


7 


300. 


115 


47 


700. 


45 


87 


1500. 


.88 


8 


300. 


116 


48 


700. 


62 


88 


1500. 


106 


9 


350. 


117 


49 


700. 


64 


89 


1600. 


13 


10 


400. 


18 


50 


700. 


82 


90 


1600. 


32 


11 


400. 


39 


51 


700. 


100 


91 


2000. 


36 


12 


400. 


42 


52 


700. 


108 


92 


2000. 


47 


13 


400. 


86 


53 


700. 


110 


93 


2000. 


60 


14 


400. 


114 


54 


750. 


75 


94 


2000. 


101 


15 


450. 


98 


55 


800. 


33 


95 


2100. 


71 


16 


500. 


25 


56 


800. 


53 


96 


2400. 


10 


17 


500. 


27 


57 


800 


73 


97 


2433. 


93 


18 


500. 


58 


58 


800. 


94 


98 


2500. 


12 


19 


500. 


72 


59 


800. 


107 


99 


2500. 


16 


20 


500. 


74 


60 


800. 


111 


100 


3000. 


22 


21 


500. 


76 


61 


900. 


34 


101 


3000. 


54 


22 


500. 


80 


62 


900. 


59 


10*? 


3200. 


67 


23 


500. 


84 


63 


900. 


70 


103 


3500. 


21 


24 


500. 


89 


64 


900. 


109 


104 


3500. 


92 


25 


500. 


90 


65 


1000. 


4 


105 


4500. 


41 


26 


500. 


95 


66 


1000. 


6 


106 


4500. 


57 


27 


500. 


99 


67 


1000. 


28 


107 


5000. 


105 


28 


500. 


112 


68 


1000. 


43 


108 


5000. 


119 


29 


550. 


61 


69 


1000. 


50 


109 


7000. 


14 


30 


550. 


65 


70 


1000. 


77 


110 


10000. 


8 


31 


600: 


1 


71 


1000. 


79 


111 


10000. 


11 


32 


600. 


24 


72 


1000. 


96 


112 


12000. 


15 


33 


600, 


31 


73 


1000. 


104 


113 


12000. 


91 


34 


600. 


44 


74 


1000. 


120 


114 


13000. 


9 


35 


600. 


51 


75 


1200. 


17 


115 


150U0. 


69 


36 


600. 


55 


76 


1200. 


23 


116 


25000. 


19 


37 


600. 


56 


77 


1200. 


29 


117 


30000. 


2 


38 


600. 


68 


78 


1200. 


38 


118 


320000 


7 


39 


600. 


78 


79 


1200. 


40 








40 


600. 


81 


80 


1200. 


46 








Th 


is table 


shows 


that according- 


to the i 


estimates of the respective 


school 


boards 


the val 


ue of the 


! school 


houses 


in Buffalo County in 


1921 


ranged from $150 in one district to $320,000 in the largest. A further 


con- 


sideration of the facts 


set forth 


in this 1 


table is 


found on 


page 63. 





Buffalo County, Nebraska, School Survey 



63 



School Houses of Buffalo County 
Summary of Table XXV 

The value of the school houses in Buffalo County in 1921 as estimated 
by the school boards of the respective districts varied from $150 in one 
district to $320,000 in the largest district. 
In 109 districts the school houses were valued atless than 

" 108 " " " " " " 



104 

100 

99 

94 

88 

80 

64 

53 

45 

28 

14 

8 

1 



B7,100 each 
5,100 
3,550 
3,100 
2,510 
2,100 
1,510 
1,210 
1,000 

750 

650 

550 

450 

350 

151 



If, in considering the above facts, one thinks of the cost of a new Ford 
he can not but smile. The above table shows that the school houses 
of many Buffalo County districts are worth less than the price of a new 
Ford. 

Condition of School Buildings 

One hundred thirty-nine teachers reported the condition of their res- 
pective school houses as follows: 

Number of teachers reporting Condition of building 

1 Not given 

Very poor 



1 
30 
56 

48 
1 

2 



Poor 

Fair 

Good 

Fine 

Excellent 



The Walls of The School Houses 

Teachers of 106 one-teacher schools and of 7 larger schools reported 
the condition of the walls of their respective school houses as follows: 

One-teacher 
Schools 

63 



Schools larger than 
one-teacher schools 



Clean 



23 

18 

2 



Not clean 
Fairly clean 
No report 

Window Shades 

The same teachers report condition of window shades in their respec- 
tive school houses as follows: 





One-teacher 


Schools larger than 




Schools 


one-teacher schools 


No window shades 


3 


1 


Poor 


27 


3 


Fair 


30 


1 


Good 


33 


7 


Excellent 


7 


2 


No report 


6 






schools 


one teacher schools 


79 


15 


26 





1 






Nebraska State Teachers College, Kearney 



Pictures on Walls of School Houses 

The following teachers likewise report as follows concerning pictures 
on the walls of their school houses: 

One- teacher Schools larger than 
schools one-teacher schools 

Number of schools with pictures on walls 67 9 

" no " " " 39 5 

Are There Enough Black Boards in The School Houses? 

The same teachers report as to the amount of black board space in 
the respective school buildings as follows: 

One- teacher Schools larger than 

Plenty of black boards 
Not enough " " 

No Report 

Are There Enough Wall Maps in The School Houses? 

The following reports were given by the same teachers as to the wall 
maps found in the respective school houses: 

One teacher Schools larger than 

schools one teacher schools. 

Plenty of wall maps 54 9 

Not enough wall maps 48 5 

No Report 4 1 

Are Wall Clocks Found in the Respective School Houses? 

The same teachers report as follows concerning wall clocks in the 
respective school houses: 

One-teacher School larger than 
schools one-teacher schools 

Number of school rooms having clocks 53 9 

" not " " 52 5 

No report 1 1 

Are the School Houses Provided With Globes? 

Prom the same teachers' reports it is found that schoolrooms are 
equipped with globes as follows: 

Schoolrooms equipped with globes 

not 
No report 

Are Single Seats Found in All School Buildings? 

From a study of the same teachers' reports it is found that the kind of 
seats provided in the respective school houses are as follows 

One-teacher Schools larger than 
schools one-teacher schools 

Schoolrooms equipped with single seats 53 13 

" not " " '< " 47 2 

No report 1 

Are School Rooms Equipped With Good Stoves? 

The reports of these teachers thow that the schoolrooms are equipped 
with the following stoves: 

One-teacher Schools larger than 

schools one teacher schools 

Schoolrooms equipped with good stoves 68 4 

not " " " k ' 19 2 

" " " fair 6 

" " " furnaces 1 2 

No report 12 7 



One-teacher 


Schools larger than 


schools 


one-teacher schools 


75 


11 


28 


3 


3 


1 



Buffalo County, Nebraska, School Survey 65 



Are School Rooms Equipped With Ventilating Plants? 

These teachers' reports show that the schoolrooms are equipped with 
heating and ventilating' plants as follows: 

One teacher Schools larger than 

schools one teacher schools. 

Schoolrooms equipped with good heat- 

and ventilating plants 46 9 

not " " " " 51 5 

No report 9 

Schoolrooms Equipped With Organs 

The reports show that schoolrooms as follows were equipped with 
organs or pianos: 

One-teacher Schools larger than 
schools one-teacher schools 

Number of schools equipped with organs 64 70 

" not " " " 34 3 

" " " " " pianos 5 4 

No report 3 1 

Are The Schools Equipped With Large Dictionaries? 

The teachers indicate in these reports that the schools are equip- 
ped with dictionaries as follows: 

One-teacher Schools larger than 
Schools one-teacher sc hools 

Schoolrooms equipped with large dictionaries 100 7 

not " " " " ' 6 8 

Do The Schools Have a Plentiful Water Supply? 

The reports of these teachers show that the districts have wells upon 
their respective premises as follows: 

One-teacher Schools larger than 
Schools one-teacher schools 

Districts having wells 68 g 

Not 36 1 

No report 2 2 

The same teachers' reports show that the schools have sanitary water 
jars as follows : 

One-teacher Schools larger than 
schools one-teacher schools 

Schools having a sanitary water jar 37 2 

" not " " " " 64 6 

" " drinking fountains 3 4 

No report 2 3 

These same reports also show that individual drinking cups were used 

in the respective districts as follows: 

One-teacher Schools larger than 
schools one- teacher schools 

Schools in which individual 

drinking cups were used 74 6 

Schools in which individual 

drinking cups were not used 30 4 

No report 2 3 



66 Nebraska State Teachers College, Kearney 



Who Furnishes Towels for the Children in the Respective Districts? 

The reports of the teachers show that towels were furnished pupils in 
the respective districts as follows: 









One teacher 
schools 


Schools larger than 
one-teacher schools 


Schools 


i in which the district 
furnishes towels. 




25 







" 


in which the pupils 
furnish the towels 




44 




5 


" 


in which the teacher 
furnishes the towels 




26 




1 


t< 


in which the teacher and 
furnish towels 


pupils 







1 


a 


in which no towels are used 







3 


No report 




11 




4 



Are the Out Buildings of the Respective School Districts in Good Condition? 

These teachers' reports show the condition of the out building's of the 
respective districts to be as follows: 



One-teacher Schools largrer than 
schools one-teacher schools 



Schools in which the out building's 
are in g-ood condition 


47 


6 


' ' in which the out buildings 

are not in g-ood condition 


15 


2 


" in which the out building's 
are in fair condition 


41 


6 


No report 


3 


3 



Are the Schools Provided With Play Ground Apparatus? 

The teachers' reports show that the schools are equipped with play- 
ground apparatus as follows: 

One-teacher Schools larg-er than 
schools one-teacher schools 

Schools having playground apparatus 18 7 

" not " " " 84 6 

No report 4 1 

Do The Schools Have Flags? 

These reports of the teachers show that the respective schools have 
flags as follows: 

One-teacher Schools largrer than 
schools one-teacher schools 

Schools having flags 96 12 

" not " " 3 1 

No report 7 1 

Are the School Grounds Equipped With Flag Staffs? 

These same reports of the teachers show that the respective school 
grounds are equipped with flag staffs as follows: 

One-teacher Schools larger than 
schools one-teacher schools 

School grounds equipped with flag staffs 94 11 

it nQt u it it it 4 x 

No report 8 2 



Buffalo County, Nebraska, School Survey 67 

TABLE XXVI 
Amount Paid for School Building and Site 











1920-1921 














Rank: From Lowest 


to Highest 






Rank 


Am't Paid 


Dist. 


Rank 


Am't Paid 


Dist. 


Rank 


Am't Paid 


Dis 


1 





1 


41 





46 


81 





87 


2 





2 


42 





47 


82 





88 


3 





3 


43 





48 


83 





90 


4 





4 


44 





49 


84 





91 


5 





5 


45 





50 


85 





92 


6 





6 


46 





51 


86 





93 


7 





9 


47 





52 


87 





94 


8 





10 


48 





53 


88 





95 


9 





11 


49 





54 


89 





96 


10 





12 


50 





55 


90 





97 


11 





13 


51 





56 


91 





93 


12 





15 


52 





57 


92 





99 


13 





16 


53 





58 


93 





100 


14 





17 


54 





59 


94 





101 


15 





18 


55 





60 


95 





102 


16 





19 


56 





61 


96 





103 


17 





20 


57 





62 


97 





104 


18 





22 


58 





63 


98 





105 


19 





23 


59 





65 


99 





106 


20 





24 


60 





66 


100 





107 


21 





25 


61 





67 


101 





108 


22 





26 


62 





68 


102 





109 


23 





27 


63 





69 


103 





110 


24 





28 


64 





70 


104 





111 


25 





29 


65 





71 


105 





112 


26 





30 


66 





72 


106 





113 


27 





31 


67 





73 


107 





114 


28 





32 


68 





74 


108 





115 


29 





33 


69 





75 


109 





J16 


30 





34 


70 





76 


no 





117 


31 





35 


71 





77 


111 





119 


32 





36 


72 





78 


112 





120 


33 





38 


73 





79 


113 


12. 


64 


34 





39 


74 





80 


114 


63.71 


8 


35 





40 


75 





81 


115 


69.80 


89 


36 





41 


76 





82 


116 


460. 


14 


37 





42 


77 





83 


117 


3253.75 


21 


38 





43 


78 





84 


118 


73500. 


7 


39 





44 


79 





85 








40 





45 


80 





86 









This table shows that during" the year 1920-1921, 112 districts did not 
invest one cent in school buildings and sites. It also shows that not more 
than three districts and perhaps only two built new school houses during 
the year. A further study of this table is given on pag*e 68. 



68 Nebraska State Teachers College, Kearney 



Are There Any Trees on The School Grounds? 

These teachers' reports show that there were 61 districts in the county 
whose school grounds did not have a single tree, most of the other school 
grounds had fewer than 10 trees each. 

Summary of the Environments and Equipment of the Rural School 

As Set Forth in the Preceding Tables 

The foregoing tables set forth the barren and uninviting physical en- 
vironment in which the great majority of the rural teachers must do their 
daily work. They show also the poor equipment with which the teachers 
must struggle along in their efforts to get the children to acquire those at- 
titudes, skills, and knowledges that the pupils should acquire. They show, 
too, the unsanitary and unheal thful practices to which pupils and teachers 
must submit because of the limited facilities provided by the school districts 
for the physical health and comfort of the pupils and teachers. 
Are Physical Shortcomings of Rural Schools Being Overcome? 

It is the purpose of this part of the study to determine whether or not 
the buildings, equipment, and environment of the rural schools are im- 
proving. To determine this, we should make a study of the different ex- 
penditures of the respective school districts during the year 1920-21 . These 
figures are compiled from the Directors' Annual Reports filed during 
the summer of 1921. 

Are The School Buildings and Sites Improving? 

Summary of The Amount Paid For School Buildings and Sites in 

1920-21 TABLE XXVI 

This table shows that in 1920-21, 112 districts did not spend a cent for 
school buildings and sites. It further shows that three districts spent be- 
tween $10 and $70 for school buildings and sites. One district spent $460 
for those two items. Two districts spent more than $3,000 each for build- 
ings and sites. Hence, at the very most but three districts have built 
new school houses during the past year and the indications are that not 
more than two districts have built new school houses. Therefore, there 
is no indication that the old one-teacher schools will be rapidly replaced 
by more modern school buildings. 

Are The Districts Doing Much to Repair The Present School Buildings? 

Summary of The Amount Paid for Repairs 1920-21, 
(TABLE XXVII on the following page) 
This table shows that in 1920-21, 

less than $900 each for repairs. 

II ,5 $350 » .1 5, 

,, 55 290 ,, ,, ,, 

}} >) 200 ,, ,, „ 

5) jj 15° n J) 

55 55 IOO ,, ,, 

,» 75 » 5 ,. v 

'» '5 50 ,, ,, ,, 

> » J5 25 , j jj ) 5 

J „ 12.50 ,, „ 

5 >J IO 55 >5 »» 

) >» 5 ,, , , ,, 

43 districts did not spend one cent for repairs. 



115 d 


tstricts 


spent 


114 


)> 


55 


113 


,, 


J> 


112 


55 


,, 


108 


J 5 


55 


97 


5 5 


55 


93 


„ 


'5 


87 


55 


i 5 


70 


55 


J 5 


60 


! 5 


55 


56 


' 5 


,, 


48 


• »> 


» 5 



Buffalo County, Nebraska, School Survey 69 

TABLE XXVII 

Amount Paid for Repairs 

1920-1921 

Rank: From Lowest to Highest 
Rank Am't Paid Dist. Rank Am't Paid Dist. Rank Am'tPaid Dist. 



1 





1 


41 





111 


81 


37.64 


43 


2 





3 


42 





112 


82 


39.15 


40 


3 





4 


43 





114 


83 


41.75 


53 


4 





8 


44 


2.40 


6 


84 


44.13 


55 


5 





9 


45 


2.65 


35 


85 


47.03 


72 


6 





11 


46 


3.65 


84 


86 


48. 


81 


7 





16 


47 


4.05 


115 


87 


49.45 


64 


8 





17 


48 


4.85 


65 


88 


51.75 


13 


9 





19 


49 


5. 


85 


89 


56.42 


10 


10 





21 


50 


5.70 


88 


90 


65.10 


29 


11 





23 


51 


5.85 


26 


91 


70. 


14 


12 





24 


22 


6.30 


22 


92 


71.55 


68 


13 





25 


53 


7.55 


80 


93 


74.75 


66 


14 





27 


54 


9.20 


86 


94 


86.05 


113 


15 





30 


55 


9.65 


77 


95 


86.30 


103 


16 





32 


56 


9.90 


20 


96 


92.70 


50 


17 





39 


57 


10. 


62 


97 


98.50 


41 


18 





42 


58 


10. 


96 


98 


100. 


47 


19 





45 


59 


10.80 


89 


99 


102. 


102 


20 





46 


60 


12.25 


87 


100 


102.10 


99 


21 





49 


61 


12.50 


105 


101 


102.10 


106 


22 





51 


62 


12.80 


116 


102 


110.00 


92 


23 





56 


63 


13.25 


74. 


103 


112.33 


90 


24 





57 


64 


14.15 


36 


104 


L15.10 


61 


25 





58 


65 


19.70 


119 


105 


116.20 


107 


26 





67 


66 


19.82 


44 


106 


118.75 


98 


27 





71 


67 


20. 


28 


107 


127.50 


54 


28 





73 


68 


20. 


31 


108 


144.34 


12 


29 





75 


69 


21.07 


5 


109 


153.55 


18 


30 





76 


70 


21.10 


63 


110 


157.15 


33 


31 





78 


71 


26. 


100 


111 


163.45 


101 


32 





79 


72 


26.40 


52 


112 


190.05 


82 


33 





93 


73 


28.20 


83 


113 


281.05 


60 


34 





94 


74 


28.45 


48 


114 


343.02 


91 


35 





95 


75 


32.50 


70 


115 


812.84 


15 


36 





97 


76 


34.50 


120 


116 


1099.71 


69 


37 





104 


77 


35.61 


38 


117 


1685.32 


2 


38 





108 


78 


37. 


59 


118 


1726.07 


7 


39 





109 


79 


37.20 


117 








40 





110 


80 


37.58 


34 









The foregoing table shows that 43 districts did not spend one cent for 
repairs during- the year 1920-21, and that more than half of all the districts 
in the county spent less than $15.00 for repairs. A further discussion of 
this table will be found on page 68. 



70 Nebraska State Teachers College, Kearney 

TABLE XXVIII 

Amount Paid for Furniture 

1920-1921 

Rank: From Lowest to Highest 



Rank 


Am't Paid 


Dist. 


Rank 


Am't Paid 


Dist. 


Rank 


Am't Paid 


Dis 


1 





1 


41 





55 


81 





101 


2 





3 


42 





56 


82 





102 


3 





4 


43 





57 


83 





103 


4 





5 


44 





58 


84 





105 


5 





6 


45 





59 


85 





107 


6 





10 


46 





60 


86 





108 


7 





11 


47 





61 


87 





109 


3 





13 


48 





62 


88 





111 


9 





15 


49 





63 


89 





112 


10 





16 


50 





64 


90 





114 


LI 





18 


51 





65 


91 





116 


12 





19 


52 





66 


92 





117 


13 





20 


53 





67 


93 





119 


14 





22 


54 





68 


94 





120 


15 





23 


55 





70 


95 


1.35 


115 


16 





24 


56 





71 


96 


3. 


85 


17 





25 


57 





72 


97 


8.80 


106 


18 





26 


58 





73 


98 


12. 


113 


19 





27 


59 





74 


99 


33. 


14 


20 





28 


60 





75 


100 


32.89 


34 


21 





29 


61 





76 


101 


45.52 


41 


22 





30 


62 





77 


102 


51.60 


32 


23 





31 


63 





78 


103 


53.86 


53 


24 





35 


64 





79 


104 


64.10 


99 


25 





36 


65 





80 


105 


65. 


104 


26 





38 


66 





81 


106 


67.95 


12 


27 





39 


67 





83 


107 


70.45 


8 


28 





40 


68 





84 


108 


75. 


2 


29 





42 


69 





86 


109 


90. 


69 


30 





43 


70 





87 


110 


95.65 


110 


31 





44 


71 





88 


111 


171.62 


89 


32 





45 


72 





90 


112 


192.36 


91 


33 





46 


73 





92 


113 


323.84 


32 


34 





47 


74 





93 


114 


434.55 


21 


35 





48 


75 





94 


115 


495.35 


33 


36 





49 


76 





95 


116 


506. 


17 


37 





50 


77 





96 


117 


535.90 


9 


38 





51 


78 





97 


118 


948.89 


7 


39 





52 


79 





93 








40 





54 


80 





100 









This table shows that 94 districts did not spend one cent for furniture 
during the year 1920-1921. A further study of this table will be found on 
page 71. 



Buffalo County, Nebraska, School Survey 



71 



The preceding 1 summary shows that taking* the schools of the county 
as a whole, almost no money was spent on them during* the past year to 
make needed repairs and to give new coats of paint to old school houses 
and old schoolrooms. Consequently, the school buildings are on a con- 
tinual decline in their appearance as well as in their condition of repair. 

Are The Districts Doing Much to Improve Equipment of Their Schools 

Summary of The Amount Paid For Furniture in 1920-21 
TABLE XXVIII on preceding page. 
A study of table Table XXVIII shows that 

115 districts spent less than $500 each for furniture. 



113 


(< ti 


" 325 


112 


U I i 


" 200 


110 


a u 


" 100 


107 


u a 


75 


101 


a it 


50 


98 


a u 


15 



94 districts did not spend one cent for furniture. 
The foregoing summary shows that during the past year nothing was 
done by more than 79 per cent of the districts to improve the seating 
facilities of the pupils and to provide better working equipment for the 
teachers by providing more and better desk space for them. And taking 
the counties as a whole, this table shows that almost nothing has been 
done in the whole county during the past year to improve the school 
furniture of the respective districts. 



Are The Districts Providing Liberally for The Purchases of New and Sup- 
plementary Textbooks as Weil as for Supplies of Material to do 
Effective School Room Work 

Summary of Amount Paid For Textbooks and Pupil Supplies 
1920-21, TABLE XXIX on following page. 

A study of this table shows that 
114 schools spent less than $500 each for textbooks and pupil sppplies 



112 ' 


4 U 


" " 400 


109 ' 


. a 


" " 200 


100 ' 


i »i 


" " 100 


95 ' 


i i i 


" " 75 


81 ' 


t Ct 


" " 50 


64 ' 


< i i 


" " 35 


52 ' 


i u 


" " 25 


37 ' 


i a 


" " 15 


32 ' 


t i 

i 


" " 10 


28 ' 


i a 


" " 5 



25 schools did not spend one cent for textbooks and pupil supplies. 



7$ Nebraska State Teachers College, Kearney 

TABLE XXIX 
Amount Paid for Textbooks and Pupils' Supplies 

1920—1921 

Rank: Prom Lowest to Highest 

Rank Amt'Paid Dist. Rank Am'tPaid Dist. Rank Am'tPaid Dist. 



1 





8 


41 


15.62 


56 


81 


48.86 


97 


2 





9 


42 


16.70 


48 


82 


51.73 


68 


3 





10 


43 


17.10 


80 


83 


54.50 


94 


4 





19 


44 


17.66 


96 


84 


57,15 


17 


5 





20 


45 


19.08 


44 


85 


57.96 


53 


6 





24 


46 


20.45 


99 


86 


59.60 


64 


7 





27 


47 


21.20 


116 


87 


60. 


71 


8 





28 


48 


21.25 


29 


88 


61.19 


3 


9 





33 


49 


21.60 


100 


89 


62.42 


107 


10 





39 


50 


22.04 


72 


90 


65.25 


104 


11 





42 


51 


23.65 


77 


91 


67.65 


112 


12 





52 


52 


24.60 


46 


92 


67.85 


89 


13 





57 


53 


25. 


31 


93 


68.53 


26 


14 





58 


54 


25.45 


23 


94 


72.28 


13 


15 





66 


55 


25.48 


55 


95 


73.02 


5 


16 





67 


56 


27.15 


79 


96 


85. 


30 


17 





73 


57 


27.60 


111 


97 


86.40 


22 


18 





85 


58 


28,35 


117 


98 


89.07 


36 


19 





93 


59 


28.40 


120 


99 


89.44 


16 


20 





102 


60 


28.52 


38 


100 


95.35 


91 


21 





105 


61 


29.90 


76 


101 


110. 


81 


22 





109 


62 


30.23 


49 


10? 


116.37 


18 


23 





110 


63 


31.90 


62 


103 


118.16 


4 


24 





114 


64 


34.90 


65 


104 


119.45 


34 


25 





119 


65 


36.40 


115 


105 


124 93 


101 


26 


2.74 


86 


66 


37.30 


50 


106 


141.95 


106 


27 


3.75 


88 


67 


39.11 


40 


107 


155.15 


47 


28 


4.65 


51 


68 


39.65 


87 


108 


193.32 


92 


29 


5.05 


61 


69 


40. 


14 


109 


195.13 


21 


30 


5.55 


63 


70 


40 14 


108 


110 


201.20 


11 


31 


8.60 


90 


71 


40.20 


103 


111 


327.91 


12 


32 


8.85 


45 


72 


40.53 


35 


112 


373.99 


54 


33 


11.23 


83 


73 


41.20 


25 


113 


405.36 


41 


34 


11.30 


6 


74 


41.75 


75 


114 


409.88 


60 


35 


12.17 


1 


75 


42.86 


70 


115 


678.23 


15 


36 


13.52 


98 


76 


44.17 


95 


116 


850. 


69 


37 


13.73 


74 


77 


46.35 


113 


117 


1322.57 


2 


38 


15.28 


43 


78 


46.50 


78 


118 


3947.66 


7 


39 


15.35 


59 


79 


46.80 


82 








40 


15.45 


84 


80 


48.80 


32 









The foregoing table shows that 25 districts did not spend one cent for 
textbooks during" the year 1920-21. It also shows that more than half of 
the districts in the county spent less than thirty dollars each for text- 
books. A further survey of this table will be found on page 71. 



Buffalo County, Nebraska, School Survey 7s 

TABLE XXX 

Amount Paid for Library Books 

1920-1921 

Rank: From Lowest to Highest 

Rank Am't Paid Dist. Rank Am't Paid Dist. Rank Am't Paid Dist 



1 





1 


41 





48 


81 





92 


2 ' 





3 


42 





49 


82 





93 


3 





4 


43 





50 


83 





94 


4 





5 


44 





51 


84 





95 


5 





6 


45 





52 


85 





96 


6 





7 


46 





53 


86 





97 


7 





8 


47 


U 


55 


87 





98 


8 





10 


48 





56 


88 





100 


9 





11 


49 





57 


89 





101 


10 





13 


50 





58 


90 





102 


11 





15 


51 





59 


91 





103 


12 





16 


52 





60 


92 





104 


13 





17 


53 





61 


93 





106 


14 





18 


54 





62 


94 





107 


15 





19 


55 





63 


95 





108 


16 





20 


56 





65 


96 





109 


17 





21 


57 





66 


97 





110 


18 





22 


58 





67 


98 





111 


19 





23 


59 





68 


99 





112 


20 





24 


60 





70 


100 





113 


21 





25 


61 





71 


101 





114 


22 





26 


62 





72 


102 





115 


23 





27 


63 





73 


103 





116 


24 





28 


64 





74 


104 





117 


25 





29 


65 





75 


105 





119 


26 





30 


66 





76 


106 





120 


27 





32 


67 





77 


107 


2. 


31 


28 





34 


68 





78 


108 


3. 


64 


29 





35 


69 





79 


109 


4.14 


89 


30 





36 


70 





80 


110 


10. 


14 


31 





38 


71 





81 


111 


20. 


54 


32 





39 


72 





82 


112 


27. 


99 


33 





40 


73 





83 


113 


37.60 


69 


34 





41 


74 





84 


114 


48.50 


2 


35 





42 


75 





35 


115 


64.50 


12 


36 





43 


76 





86 


116 


80.22 


105 


37 





44 


77 





87 


117 


81.40 


33 


38 





45 


78 





88 


118 


198.70 


9 


39 





46 


79 





90 








40 





47 


80 





91 









This table shows that during the year 1920-21, 106 districts did not 
spend one cent for library books. A further study of this table is found on 
page 74. 



74 Nebraska State Teachers College. Kearney 



Do the Districts Provide A Plentiful Supply Of Library Books 

Summary of the Amount Paid For library Books, 1920-21. 

T able XXX, on the preceding page. 
This table shows that 

118 districts spent less than $200 each for library books. 



117 


i i 


u u 


" 


90 


115 


u 


u a 


u 


65 


114 


t( 


a a 


a 


50 


111 


u 


a a 


u 


25 


109 


u 


a a 


u 


5 



106 districts did not spend one cent for library books. 

The Fuel Bill Of The Respective Districts 

Summary of the Amount Paid For Fuel in 1920-21. Table XXXI. 
This table shows that 

115 districts paid less than $525 each for fuel. 

112 " " " " 300 " " " 

105 " " " " 200 " " " 

97 . " " " " 100 " " " 

89 " " " " 75 " " " 

66 " " " " 50 " " " 

31 " " " " 35 " " " 

16 " " " " 25 " " " 

9 did not spend one cent for fuel. 

Amount Spent by The Respective Districts for Other Purposes Than 
The Foregoing, and Other Than for Teachers' Salaries 

Summary of TABLE XXXII (on page 76.) 
The term "Amount Paid for Other Purposes" is a blanket term which 
may cover a multitude of things. A study of the expenditures of the re- 
spective schools as set forth in the Director's Annual Report seems to show 
that a more fully itemized statement of the expenditures of the district 
should be made. 

The term "Amount Paid for Other Purposes" may include expenses 
that should be recorded under other items as the report is now made. It 
may be for example that certain districts bought drinking fountains, and, 
instead of charging the purchase to the furniture account, included it in 
the Amount Paid for Other Purposes. However, since there were so very 
few districts which bought drinking fountains, this would account for the 
large sum spent for other purposes in but a very few cases, Again, it 
may be that grading and repair work that should have been charged to 
repairs was included under the term "Paid for Other Purposes." In any 
event, a more itemized statement of the expenditures should be made. 

However, since so many districts in the last few years have been com- 
pelled to register their warrants instead of meeting their expenses with 
cash, it is probable that a large part of the sums paid for other purposes is 
interest on registered warrants. And from some specific cases that can be 
named, it is probable that most of the money recorded in this table as 



Buffalo County, Nebraska, School Survey 75 

TABLE XXXI 

Amount Paid for Fuel 

1920-1921 

Rank: From Lowest to Highest 
Rank Am't Paid Dist. Rank Am't Paid Dist. Rank Am'tPaid Dist. 



1 





4 


41 


39.40 


113 


81 


64.75 


114 


2 





19 


42 


39.65 


98 


82 


66.68 


3 


3 





24 


43 


40. 


27 


83 


69.60 


33 


4 





39 


44 


40. 


77 


84 


71.35 


23 


5 





42 


45 


40. 


81 


85 


71.45 


97 


6 





67 


46 


40.10 


70 


86 


71.65 


35 


7 





93 


47 


40.85 


76 


87 


71.80 


26 


8 





109 


48 


41.15 


51 


88 


74. 


62 


9 





111 


49 


41.45 


34 


89 


74.55 


40 


10 


2.50 


1 


50 


41.50 


85 


90 


75. 


57 


11 


7.15 


83 


51 


42.35 


31 


91 


77.25 


16 


12 


9.90 


80 


22 


42 60 


38 


92 


77.69 


96 


13 


14.85 


116 


53 


42.65 


44 


93 


83.55 


63 


14 


19.51 


36 


54 


43.15 


45 


94 


85.20 


13 


15 


20. 


48 


55 


43.25 


32 


95 


86.41 


106 


16 


21. 


102 


56 


43.75 


82 


96 


90.51 


43 


17 


25.25 


75 


57 


44.25 


20 


97 


90.65 


47 


18 


25.45 


83 


58 


44.35 


87 


98 


128.55 


11 


19 


25.60 


58 


59 


44.80 


79 


99 


135.15 


101 


20 


26.65 


25 


60 


45.39 


94 


100 


142. 


10 


21 


27.50 


99 


61 


46 35 


90 


101 


142.15 


36 


22 


27.60 


95 


62 


46.75 


112 


102 


150. 


92 


23 


28.90 


110 


63 


47.85 


28 


103 


157.80 


22 


24 


30.15 


115 


64 


48.69 


55 


104 


174.75 


60 


25 


31.10 


50 


65 


48.95 


65 


105 


175.91 


8 


26 


31.25 


53 


66 


49.40 


29 


106 


200. 


14 


27 


32.50 


30 


67 


51.20 


84 


107 


210.65 


91 


28 


32.90 


100 


68 


51.40 


46 


108 


223.35 


12 


29 


33.05 


120 


69 


51.53 


107 


109 


243.35 


17 


30 


33.20 


64 


70 


51.85 


L03 


110 


247.60 


41 


31 


34.05 


72 


71 


57.65 


21 


111 


250.10 


15 


32 


35.75 


61 


72 


57.80 


104 


112 


297.95 


54 


33 


36.95 


56 


73 


58.90 


18 


113 


321. 


105 


34 


37. 


108 


74 


59.85 


52 


114 


374.65 


119 


35 


37.30 


117 


75 


60. 


71 


115 


519.32 


9 


36 


37.55 


78 


76 


62. 


88 


116 


1100. 


69 


37 


37.93 


74 


77 


62.85 


49 


117 


1219.01 


2 


38 


38.40 


68 


78 


63.62 


59 


118 


3744.05 


7 


39 


38.50 


89 


79 


64. 


5 








40 


38.69 


6 


80 


64.05 


66 










The foregoing table shows that during the 


year 1920-21, 9 districts did 


not 


spend one 


cent for fuel. 


It further shows that more than 


half the 


districts in the county spent 


less than $50 for fuel. 


A further study of 


this table is found on page 74 













76 



Nebraska State Teachers College. Kearney 



TABLE XXXII 
Amount Paid for Other Purposes 

1920—1921 

Rank: From Lowest to Highest 

Rank Amt'Paid Dist. Rank Am'tPaid Dist. Rank Am'tPaid Dist 



1 
2 
3 

4 
5 

6 
7 
8 
9 

10 
11 
12 
13 
14 
15 
16 

n 

18 
19 
20 
21 
22 
23 
24 
25 
26 
27 
28 
29 
30 
31 
32 
33 
34 
35 
36 
37 
38 
39 
40 


























10.31 
12.10 
13.65 
15. 
17.70 
19.05 
25. 
25. 
25. 
25.49 
29.50 
29.82 
30.25 
30.75 
32.22 
-32.45 
32.70 
33.25 
33.60 
35.65 
35.92 
36.25 
36.95 
37.05 
38.71 
39.42 
41.40 
42.15 



4 
32 
44 

57 
81 
88 
89 
93 
94 
99 

103 
110 
73 
52 
17 

115 
61 
78 
75 
83 
92 
71 
85 
72 
40 

102 
31 
79 
50 

116 
87 
27 
30 
35 
51 
58 
1 
95 
86 
59 



41 
42 
43 

44 
45 
46 

47 

48 

49 

50 

51 

52 

53 

54 

55 

56 

57 

58 

59 

60 

61 

62 

63 

64 

85 

66 

67 

68 

69 

70 

71 

72 

73 

74 

75 

76 

77 

78 

79 

80 



46.80 

47.40 

49. 

49.55 

51.80 

52.15 

55. 

55.61 

61.50 

62.31 

64.02 

64.75 

65.99 

69.14 

71.70 

75. 

75.11 

76,25 

80. 

86.26 

88. 

88.35 

90.51 

94.60 

97.70 

98.34 

105.40 

105.28 

107.10 

107 11 

110.50 

112.60 

113.57 

117.42 

124.20 

125.74 

131.05 

137.60 

148.27 

158.09 



29 
43 
77 
56 
74 
38 
80 

112 
48 
64 
76 
18 
98 

120 
46 
10 
47 
45 
42 
20 
16 
65 
34 
26 

101 
53 
84 

108 
49 
55 

114 

117 
97 
70 
25 
82 
63 
6 
13 
96 



81 

82 
83 
84 
85 
86 
87 



90 

91 

92 

93 

94 

95 

96 

97 

98 

99 

100 

101 

10? 

103 

104 

105 

106 

107 

108 

109 

110 

111 

112 

113 

114 

115 

116 

117 

118 



161.55 
167.07 
172.10 
175.52 
185.90 
189.92 
197.21 
199.14 
206.35 
211.40 
220.05 
224.65 
226.27 
242.28 
270.79 
273.15 
297.43 
389.30 
406.53 
416.28 
423.87 
433.50 
451.43 
475. 
486.94 
577. 
680. 
814.50 
851.69 
864.88 
921.66 
1551.20 
1557.83 
1714 55 
1952.89 
2070.16 
2490.25 
15807.46 



90 

66 

12 

113 

39 

8 

104 

111 

100 

106 

36 

68 

28 

23 

3 

33 

107 

19 

67 

62 

119 

109 

9 

5 

21 

24 

54 

22 

105 

60 

41 

11 

69 

91 

15 

14 

2 

7 



The foregoing' table shows that 12 districts did not spend one cent for 
other purposes than those set forth in the preceding- pages and for teach- 
ers salaries. An interpretation of this table will be found on page 74. 



Buffalo County, Nebraska, School Survey 



17 



spent for other purposes was really money paid as interest on registered 
warrants. If such is the case, it is seen at a glance that many districts 
are paying more money as interest on registered warrants than they are 
to provide better equipment for their schools. Hence, the short-sighted 
policy of voting a very low school tax penalizes the children of the district 
and wastes the district's money, for it compels the district to register its 
warrants and pay large sums of money as interest, which money could be 
used to a greater advantage in the actual purchase of needed equipment 
and repairs. 

A study of this table shows that 
12 districts did not spend one cent for other purposes. 



100 

74 

63 

52 

43 

39 

37 

30 

21 

13 

10 

7 

3 

1 



spent 



25 or more each for other purposes. 
50 " " " " " " 



75 

100 
125 
150 
175 

200 

350 

550 

850 

1500 

2000 

15500 



The Foregoing Study of The Expenditures for The Year 1920-21 Shows 

That the respective school districts of the courjty are doing al- 
most nothing to improve their buildings, equipment and the environ- 
ment of the schools. This means that while progress is being rnade 
in business, industry, and on the farm, the rrjaterial equipments of 
the school plants are not being improved but rather are permitted 
to depreciate. 

The Work Expected of The Rural Teacher 

At this place in the survey it is appropriate that we 
consider the work expected of the rural teacher. Prom the sources 
available, the only ways in which the work of the teachers can be measured 
are in terms of the number of pupils that she has in her room, the number 
of recitations that she is expected to conduct per day, and the amount of 
community work she is expected to do. We have already considered the sizes 
of the different rural schools in terms of Census, Enrollment and Average 
Daily Attendance. At this place we will consider the number of recitations 
that the rural teacher has 'per day and the community work that she has in 
terms of the number of visits she has made to patrons during the year. 



Recitations Per Day in 


Rural Schools 










One- teacher 


Schools largrer than 






schools 


one 


■teacher schools 


From 5 to 10 


recitations 


per day 







4 


" 11 " 15 


a 


U it 


1 




6 


" 16 " 20 


a 


" " 


9 




2 


" 21 " 25 


" 


1 1 i I 


39 




2 


" 26 '' 30 


t< 


tt << 


30 




1 


" 31 " 35 


u 


It 1 1 


10 







" 36 " 40 


i i 


tl tt 


1 







No reports 






25 








7S 



Nebraska State Teachers College, Kearney 



The Most Significant Weakness of the Present Rural School 

A study of the foregoing" table showing- the number of recitations the 
respective rural teachers of Buffalo County had per day during- the year 
1920-1921 reveals the most significant weakness of the present rural schools. 

The custom in the rural districts is to call school at nine in the morn- 
ing- and to continue the session till 12 o'clock at noon with an intermission 
of 15 minutes coming at the middle of the session. The afternoon session 
beginning at one o'clock and closing at four o'clock also has a fifteen 
minute intermission coming at the middle of the session. Hence, the total 
time that the rural school is actually in session each day 330 minutes. 

If every minute of the 330-minute school-day could actually be given 
to the teaching of classes, the following table shows the number of min- 
utes that can be given to each recitation in the respective schools. 



Number of 


recitations 


Length of recita- 


Number of recitations 


Length of 


recita- 


per teacher 


per 


day 


tions in minutes 


per teacher per 


day 


tions in n 


inutes 


5 






66 


23 






H- 3 


6 






55 


24 






13-7 


7 






47.1 


25 






13.2 


8 






41.2 


26 






12.6 


9 






36.6 


27 






12.2 


IO 






33 


28 






11. 7 


ii 






30 


29 






n-3 


12 






28.1 


30 






11. 


i3 






25-3 


31 






10.6 


14 






23-5 


32 






103 


15 






22 


33 






10. 


16 






20.6 


34 






9-7 


17 






ig.4 


35 






9.4 


18 






18.3 


36 






9.1 


19 






17-3 


37 






8.9 


20 






16.5 


38 






8.6 


21 






15-7 


39 






3-4 


22 






15- 


40 






8.2 



However, no school can give to the recitations the time indicated in 
the preceding table for this table makes no allowance for 

1. Opening exercises. 

2. Roil call. 

3. Calling of classes. 

4. Dismissing of classes. 

5. Assigning of lessons. 

(5. Giving individual help between classes. 

7. Supervision of "busy work" assigned primary pupils. 

8. Relaxation periods that young- pupils must have. 

9. Time required for problems of discipline. 

10. Giving assignments to pupils who have been absent. 

11. Greeting visitors. 

12. Answering the telephone. 

13. Tending the stove or furnace. 



Buffalo County, Nebraska, School Survey 79 



34. Opening and closing of windows for purposes of ventilation. 

1.5. Adjusting window shades to control the lighting. 
A survey of the administrative side of a school teacher's duties, i. e., 
those necessary tasks that do not relate strictly to instruction, reveals 
the fact that no teacher can actually give the time to recitations as indi- 
cated in the preceding table. Furthermore, since most rural teachers are 
untrained the actual length of the recitation is still further shortened, be- 
cause the teacher does not know how to organize the school advanta- 
geously. And if she did know how to organize the school to the best ad- 
vantage, few rural districts would permit her to do so. Hence, it follows 
that the actual length of the recitation in many cases is less than half the 
time set forth in the foregoing table. 

How The Short Recitation Handicaps The Rural Teacher 

The short recitation deprives the teacher of all oportunity of actually 
teaching. Strayer and Norsworthy in How to Teach, page 6, say: "Reci- 
tations should be places where children meet for the discussion of prob- 
lems which are vital to them". But in the short recitation of the 
country school it is impossible for the teacher to make the recitation 
what all educational experts are agreed it should be. Since most country 
teachers know almost nothing about how to teach and the atmosphere 
that must prevail to make a recitation a success, most country teachers 
merely "call, hear and dismiss classes". A trained teacher having the 
same number of classes could scarcely do more. For this reason the 
trained teacher is seldom found in the one-teacher rural school. 

How The Short Recitation Robs The Rural Child of an Equal Chance 
With The City Child 

It has been pointed out elsewhere that the normal teaching load of 
a grade teacher is 30 pupils of one grade. Even though the pupils of a 
grade be divided into two divisions, the pupils of each division will have 
at least one-half of the teacher's time given to their specific problems, 
for the pupils of each division are of almost equal ability and equal de- 
velopment. Consequently, what is the problem of one pupil will almost 
certainly be the problem of every other pupil in that division. Hence, 
every pupil in such a school will have the benefit of the teacher's help 
and supervision for at least one-half the school day or 165 minutes. 

In the rural schools the teacher has all the grades and the patrons 
will have her teach all the subjects in the respective grades. But this is 
impossible. Finally, the number of recitations is cut to from 20 to 37 per 
day. Even so, the pupils being oi different ages, of different stages of 
development, and of more irregular attendance, the actual time that the 
teacher can give to each pupil is very small. Suppose the teacher has 30 
recitations per day and that the full time of 11 minutes be given to each 
recitation, suppose that John is in the fifth grade and that Mary, Carrie 
and Henry are his classmates; suppose that the fifth grade studies reading, 
arithmetic, geography, history, spelling and penmanship. The teacher 
could then give only a total of 66 minutes a day to these four pupils. But 
it has been noted previously that in actual practice much less time can 
be given. Then suppose that in arithmetic the assignment consists of 



so Nebraska State Teachers College, Kearney 



twenty problems. Suppose there are five things which cause the pupils 
trouble in this lesson. At the most but two and a fifth minutes can be 
given to each difficulty. f\\\ trailed teachers know that such a lessor) 
cannot be mastered in the tirne given. 

Now consider a primary reading class made up of five pupils. In such 
a class nearly all the teaching must be individual work. In this case each 
pupil can have but two and one-fifth minutes for his recitation. In two 
reading recitations a day he would have but four and two fifths minutes a 
day. If such a pupil attend school every day for a year of 180 days, he 
would be given 756 minutes or 12.6 hours of recitation. In 8 years he 
would have had 100.8 hours or 12.6 days of 8 hours each as his total time 
in recitation to learn to read. But our study of the Average Daily 
Attendance has made it clear that the rural child attends much less than 
the time considered in this problem, hence, the wonder is not that 
the rural child learns so little but rather that he learns so much. 

How Improvement Can Be Made in The One-Teacher School. 

Plan Number One 

1. Employ a teacher who has had at least two years of professional 
training above high school. 

2. Combine classes and alternate work in different years so that the 
teacher will have not more than eighteen recitations a day. 

Plan Number Two 

The State of New Jersey has evolved a system of w 'helping teachers", 
whose business it is to go among the rural teachers, especially the begin- 
ners to help them in every way they can. These expert teachers help 
the rural teachers by showing them how to do better teaching, how to 
solve their social problems, and, in short, act as general advisers to all the 
rural teachers. 

So far these " helping teachers" are experienced teachers of middle 
age, selected for their achievements as teachers and for their special fitness 
for the work outlined above. There are a number of these "helping 
teachers" in each county of the state. They are paid by the state. 

If Nebraska would adopt this plan of providing every county with 
several helping teachers the rural schools would make great improvements 
such as they cannot otherwise make. 

Plan Number Three 

Because of the expense entailed by abandonment of one-teacher schools 
and the concentration of rural educational facilities in a centrally located 
school plant, many communities are holding back from consolidation. Be- 
cause of this and realizing the extreme need for better rural schools, Mr.H.P 
Mcintosh, Manager of the Bureau of Agriculture of the Omaha Chamber of 
Commerce, after a year's study of the problem and after consultation with 
Superintendent Beveridge of the Omaha Public Schools, has recently out- 
lined the following solution to better the present rural schools: 

Mr. Mcintosh's Solution 

"The agricultural bureau of the Chamber of Commerce believes that 
the Nebraska Redisricting law passed in 1919, has in it, unwittingly perhaps 
the solution of the supervision problem for district schools since the 
redisricting law makes a 25-square-mile area the district unit. The 



Buffalo County, Nebraska, School Survey 81 



bureau is therefore suggesting to county superintendents the simple ex- 
pedient of organizing the three, four or five rural schools in a redistricted 
area into one district for supervision purposes with one of the several 
teachers designated as principal and with the same authority in the en- 
larged district that a city principal has in her school." 

In putting this scheme into operation, however, the following diffi- 
culties will be encountered: 

1. The teacher chosen to be the principal of her district must be 
better trained than are the other teachers of the district. Other- 
wise it is useless to have a supervisor. 

2. Who shall select this principal, the district unit she is to su- 
pervise or the local district whose school she shall teach? Suppose 
the authorities of these two units cannot agree on this, who shall 
settle the dispute? Suppose it is agreed that the authorities of the 
larger unit shall select the principal, what can the local district 
(whose teacher she shall be) do if they do not want her for their 
teacher? Suppose the conditions are reversed, what then? 

3. How shall the authorities for the 25-square-mile district unit be 
chosen and what shall be their duties? 

4. To secure this system providing a principal for the 25-square-mile 
unit as outlined in Mr. Mcintosh's scheme will require a better 
paid teacher for one of the districts than any of them now have. 

* Which district shall provide this teacher and how shall the other 
districts pay for this supervision? 

5. Who shall do the principal's work as teacher of her school, while 
she is supervising the work of the other teachers? Who shall pay 
this teacher? 

6. How shall transportation be provided for the principal so that she 
can go about her work as she should? What districts shall pay for 
this transportation? 

Hence, a study of Mr. Mcintosh's plan indicates that it is impractical 
and that a better and a simpler plan lies in the adoption of the New Jersey 
plan of providing helping teachers for the rural teachers. 

A deep significance should be attached to the fact that the Chamber 
of Commerce of Nebraska's largest city is so vitally concerned in the in- 
equality of educational opportunities apparent in the state and with the 
limitations of the rural child. If the Omaha Chamber of Commerce, under 
the direction of leadership so capable as that of Mr. Mcintosh, will con- 
tinue its investigations until it is in possession of all the facts, much im- 
mediate good will result. 

Other Work of The Rural Teacher 

Teaching The Ninth Grade 
Besides teaching the first eight grades as outlined in the preceding 
pages, there is an increasing demand on the part of the rural districts 
that the country teacher shall teach the ninth grade as well. That it is a 
physical impossibility for even the most highly trained teacher to do all 
this work with the least degree of efficiency, should now be plain to even 
those people who have no knowledge of the problems of teaching and of 
school management. 



s$ 



Nebraska State Teachers College, Kearney 



Janitor Work 
The teacher of nearly all rural schools must, besides doing the work 
of the teacher, also do the work of the janitor. In almost every country 
school the teacher daily carries the coal, builds the fire, carries the water 
and sweeps the schoolhouse floor. Futhermore, if in the country school 
the windows are ever washed or the floors scrubbed the teacher in most 
districts does this also. 



Patrons Visited by The Teacher 

Reports filed by 139 teachers show that during the school year 1920-21 
these teachers made the following number of visits to patrons: 



6 teachers 


made 


visits to 


1 


patron. 


18 


tt 




I I t t 


2 




" 


20 


a 




( i t ( 


3 




a 


9 "" 


a 




1 1 a 


4 




" 


12 


u 




u a 


5 




u 


13 


a 




a i ( 


6 




u 


9 


it 




" " 


7 




(t 


2 


ii 




a a 


8 




(( 


2 


a 




" ''. 


9 




i: 


4 '" 
1 ' ' 

1 " 

1 a 

1 " 
1 u 


t i 
i ; 
U 
tt 




a a 

U t( 

it a 
a u 
u u 


10 
11 
13 
16 
17 
20 




i i 

i i 

it 
1 1 


1 " 

1 ' ' 


i i 




u u 


30 
35 
41 




it 
tt 


1 ' ' 


tt 




u u 


100 


or 


more 


2 


'• 




t; u 


All 






33 


a 


no reports. 









Teaching op Drawing 
Teachers of 106 one-teacher schools and 15 teachers in schools larger 
than one-teacher schools report as follows concerning the teaching of 
drawing in their respective rooms: 

One-teacher 

schools 

101 



Drawing was taught by teachers in 

" " not " " " " 

No report was made by teachers in 



Schools larger than 
one teacher schools 

11 

2 
2 



Teaching of Music 
The same teachers report as follows with regard to the teaching of 
music in their respective schools: 



Music was taught by teachers in 

" not " " 
No report was made by teachers in 



One-teacher Schools larger than 
schools one-teacher schools 



18 




10 

3 
2 



Buffalo County, Nebraska, School Survey 83 



Supervision of Rural Teachers 

Reports of 139 teachers show that during the school year 1920-21 they 
had visits from the County Superintendent as follows: 
2 had no * visits from the County Superintendent. 
133 " 1 
2 " 2 " " " " " 

Before making an analysis of what the foregoing table indicates as to 
the amount of supervision the average teacher of Buffalo County had 
during the year 1920-21, it would be well to consider a part of Mr. Mcin- 
tosh's report which was considered in our discussion of the solution to the 
rural school problem. In this report Mr. Mcintosh says: 

"We have a habit of enacting school laws in Nebraska on the 'let 
George do it' system, George, in this case being the county superintend- 
ent. The result is that the superintendent is loaded beyond endurance 
with executive duties, often of the most perplexing and difficult sort— of- 
ten of the petty and harassing kind, for she is the arbiter of rural dis- 
agreements of all sorts on appeal from district boards. She is the super- 
visor of the teaching force for everything, even to the examination and 
graduation of 8th-grade pupils. 

Large Territory 

"Then observe her field of operations. The superintendent in Douglas 
county, among the most favorably situated in the state, has 60 schools under 
her care, scattered over a hilly district of approximately 350 square miles 
in area. Or take that extremely unfavorable county for supervision, Cherry, 
a sandhill county with about 6,000 square miles of territory. A certain Miss 
Brown superintended the county before the days of roads and flivvers. Her 
broncho team had a drive of more than 100 miles to her farthest-off school. 
Most superintendents in Nebraska have on an average 75 schools to super- 
vise; some nearly 100. Efficiency in such a situation requires superhuman 
endowments. But the moderate salary of the county superintendent in 
Nebraska does not justify a superwoman or man in holding the job. 

"The county superintendents are competent and loyal, within human 
limitations, and their great problem, after their interminable executive 
duties are done, is to Had any time or strength for direct supervision of 
the schools under their care. And the schools, many of them, with begin- 
ners — girls still in their teens and fresh from high schools, with perhaps 
only a six weeks' normal course, as teachers — how will they fare with 
practically no supervision? The universal discontent is the answer. Super- 
vision is the crying need of the schools." 

All that Mr. Mcintosh says of the over-burdened County superintendent 
and more is true of the Buffalo County Superintendent. According to the 
Nebraska Educational Directory, 1920—1921, page 3, issued by State Supt. 
John M.Matzon, only six county superintendents of the 93 county super- 
intendents in the state have more districts to supervise than has the county 
superintendent of Buffalo county. The same authority in the same 
booklet shows that only five county superintendents have as many public 
school teachers in their respective counties as has the Buffalo County 

* The records show that these two teachers finished terms of school in districts that the 
County Superintendent had visited before the resiKnation of the preceding- teacher. 



8% Nebraska State Teachers college, Kearney 



Superintendent. Furthermore, Buffalo County with an area of approxi- 
mately 945 square miles is one of the larger counties of the state and 
consequently the distance that the County Superintendent must travel in 
visiting her schools is much greater than the distances county superin- 
tendents in more than three-fourths of the other counties have to travel in 
visiting their schools. Hence, the Buffalo County superintendent is doubly 
burdened as compared with most other county superintendents, in that she 
has more teachers and more schools to supervise and greater distances to 
travel in doing this work. If the County Superintendent of Buffalo County 
could spend every minute of her time supervising her teachers for nine 
months, she could not possibly give more than an average of a half day 
of three hours to each teacher. All educational authorities are agreed 
that this amount of supervision is almost valueless, for (1) it seldom 
comes when the teacher needs it most, and (2) no supervisor can in this 
short time discover all the troubles of the teacher and show her how 
to correct her mistakes and overcome her difficulties. But office work, 
settling of school district disputes, and bad weather and bad roads 
make the amount of time the county superintendent can spend with her 
teachers much less than the meager half day mentioned above. 

Again because the largest Teachers' College in the state is located in 
Buffalo County, the county superintendent has a much bigger task in the 
giving of State Teachers' Examinations than have most other county su- 
perintendents because(l) many teachers from other counties take a part of 
their examinations in Buffalo County, and (2) the grades earned in these 
examinations must be transferred to the respective home counties of these 
teachers. 

So while the present Buffalo County County Superintendent is 
acknowledged to be one of the most efficient county superintendents 
in tJ)e state, and while she has a most efficient assistant, a careful 
study of her office shows that in order for this office to serve the 
schools of tt>e county as th>ey should be served, the county superin- 
tendent should be given several helping teachers and at least one 
more deputy. 

Visits of Directors 

The 139 teachers reporting on the number of visits made their rooms 
by the directors of the respective districts report as follows: 
84 teachers had no visits from their directors in 1920-21. 
32 " " 1 " 

8 •' " 2 " 

5 " " 3 " 

x « 4 u 

1 "5 " 

1 " •' 8 " 

1 teachers did not report. 

Visits of Others than County Superintendent and Directors 

One hundred and thirty-nine teachers reporting on the number of 
visits other than the County Superintendent and Directors report as 
follows: 



Buffalo County, Nebraska, School Survey 



85 



34 teachers had from 


1 to 5 such visitors each. 




31 " " " 


6 " 10 


it 


i I 


a 




23 


11 "15 


a 


U 


a 




16 


16 " 20 


i i 


a 


" 




8 


21 " 25 


" 


i i 


i i 




4 


26 " 30 


a 


i i 


i 1 




2 


31 " 35 


" 


i i 


" 




2 


36 " 40 


a 


a 


a 




5 


41 " 45 


u 


a 


" 




3 


48 " 50 


" 


u 


i i 




1 


51 " 55 


a 


t i 


i i 


, 


1 


300 " 


" 


" 


a 





1 teacher had 452 such visitors. 

2 " "no visitors. 

5 " made no reports. 

The Solution of The Whole Problem of Rural Education 

It has beerj paiQted out at differerjt times in this survey that the 
solution of the problem of rural education is the consolidation of the 
preseQt school districts into units sufficiently large to have thirty pu- 
pils in each grade and to have a teacher for each grade. 

Experience in Nebraska as well as in [ndiana, Ohio, Iowa, Minnesota, 
Colorado, and other states has proved that this plan is perfectly feasible. 
Experience has shown that the problem of transportation is not the in- 
surmountable difficulty that many people would have us believe. Fur- 
thermore, our study of the cost of education per pupil will show that big- 
ger results can be produced in a big unit of school organization and at 
much lower cost than can poorer results in a small unit of organization. 



Are The Salaries of Teachers High Enough to Attract The most Compe- 
tent Men and Women into The Teaching Profession? 

In this part of the study we are to determine (1) something of the 
increase of the teachers' salaries, and (2) whether the present teachers' 
salaries are high enough to compete successfully with the remuneration 
offered by the business world and the other professions. In a study, such 
as this we must consider this phase of the educational problem, for if the 
remunerations offered in the teaching profession cannot compete success- 
fully with the rewards of business and the other professions, it is impos- 
sible to bring into the teaching ranks those men and women who will develop 
the teaching profession into an effective organization. 

If we fail to bring the most capable men and women into the teaching 
profession and keep them satisfied, the men and women of tomorrow will 
not be the fit and efficient citizens that must make up the population of a 
progressive democracy. Hence, the very life of the nation depends upon 
the securing and maintaining of the highest educational opportunities. 

The following statistics on teachers' salaries were taken from the 
Directors' Annual Reports: 



86 Nebraska State Teachers College, Kearney 

TABLE XXXIII 

Salaries of Male Teachers 

Average Monthly Pay of Each 
1913-1920 

Rank: From Lowest to Highest 



Kank 


Am't Paid 


Dist. 


Rank 


Am't Paid 


Dist. 


Rank 


Am't Paid 


Dist 


1 





1 


41 





64 


81 


45. 


115 


2 





3 


42 


0, 


65 


82 


48.47 


111 


3 





4 


43 





68 


83 


50. 


10 


4 





6 


44 





70 


84 


50. 


30 


5 





11 


45 





72 


85 


50. 


39 


6 





14 


46 





73 


86 


50. 


51 


7 





16 


47 


u 


74 


87 


51.67 


113 


8 





17 


48 





75 


88 


55. 


48 


9 





18 


49 





77 


89 


55. 


55 


10 





20 


50 





78 


90 


55. 


66 


11 





21 


51 





79 


91 


55. 


67 


12 





22 


52 





80 


92 


55. 


81 


13 





25 


• 53 





83 


93 


55. 


87 


14 





26 


54 





84 


94 


55. 


116 


15 





27 


55 





86 


95 


55.55 


13 


16 





28 


56 





88 


96 


57.50 


23 


11 





29 


57 





89 


97 


57.50 


71 


18 





31 


58 





90 


98 


58.75 


24 


19 





32 


59 





91 


99 


60. 


5 


20 





33 


60 





92 


100 


60. 


8 


21 





34 


61 





93 


101 


60. 


52 


22 





35 


62 





94 


102 


60. 


76 


23 





36 


\\1 





95 


103 


60. 


82 


24 





38 


64 





96 


104 


60. 


85 


25 





40 


65 





97 


105 


60. 


114 


26 





41 


66 





98 


106 


67.50 


15 


27 





43 


67 





99 


107 


70.42 


101 


28 





44 


68 





100 


108 


73.33 


12 


29 





46 


69 





102 


109 


75. 


60 


30 





47 


70 





103 


110 


75.90 


45 


31 





49 


71 





104 


111 


80.50 


105 


32 





50 


72 





106 


112 


86.67 


119 


33 





53 


73 





107 


113 


87.86 


54 


34 





56 


74 





103 


114 


123.83 


2 


35 





57 


75 





109 


115 


126.33 


69 


36 





58 


76 





no 


116 


127.14 


9 


37 





59 


77 





112 


117 . 


150.4v) 


19 


38 





61 


78 





117 


118 


176.82 


1 


39 





62 


79 





120 








40 





63 


80 


45 


42 









The foregoing table shows that during the period 1913-20 inclusive. 79 dis- 
tricts did not. employ male teachers even a part of this time. It also shows 
the average monthly pay of each male teacher in the districts where male 
teachers were employed during 1913-20 inclusive. A further study of this 
table is found on page 87. 



Buffalo County, Nebraska, School Survey 



87 



Summary of Salaries of Male Teachers, 1913-20 

TABLE XXXIII 

A study of this table shows that from 1913 to 1920, inclusive, there 
were 79 districts in the county that did not have a male teacher for even 
a part of this period. It further shows that during" this period the aver- 
age monthly salary of male teachers in the remaining 39 districts ranged 
from $45 a month to $176.82 a month. This table also shows that the av- 
erage monthly salaries of male teachers in 

39 districts was less than $180 each. 



38 
35 
34 
29 
19 
3 



155 
125 

90 

75 
60 
50 



Summary of Average Monthly Salary of Male Teachers, 1920-21 

TABLE XXXIV (on following page) 

This table shows that in the school year 1920-21 there were but 15 out 
of the 118 districts in which there were one or more male teachers. This 
fact indicates one of the big weaknesses of the teaching profession today. 

Table XXXIV also shows that the average monthly salary of male 



each. 



teachers in 






15 districts 


was less 


than $280 


12 


? J !! 


,, 250 


10 „ 


) 1 } J 


„ 151 


8 


J-J J J 


„ 126 


4 


J) )5 


,, 101 


1 


' 5 » J 


„ 81 



Comparative Study of The Salaries of Male Teachers 

1913-20 1920-21 
Average monthly salary of all male teachers $66.26 $162.49 
Median monthly salary of all male teachers 60. 125.00 

In considering the comparisons brought out in the preceding compar- 
ative study we must remember that there were so many more male teach- 
ers in the country schools during the period 1913-1920 inclusive, and that 
we are comparing almost entirely the salaries of these untrained teachers 
of 1913-1920 with those of the relatively highly trained male teachers in 
the city schools in 1920-21. Hence, the increase in the salaries of male 
teachers that the above table seems to indicate is false in nearly every 
case. 



88 Nebraska State Teachers College, Kearney 



TABLE XXXIV 

Salaries of Male Teachers 

Average Monthly Salary of Each 
1920—1921 
Rank: Prom Lowest to Highest 

Rank Salary Dist. Rank Salary Dist. Rank Salary Dist. 

10 1 41 51 81 93 

2 3 42 52 82 94 

3 4 43 53 83 95 

4 5 44 54 84 96 

5 6 45 55 85 98 
(5 8 46 56 86 99 

7 10 47 57 87 100 

8 11 48 58 88 102 

9 12 49 59 89 103 

10 13 50 60 90 104 

11 14 51 61 91 106 

12 15 52 62 92 107 

13 16 53 63 93 108 

14 17 54 64 94 109 

15 18 55 85 95 110 

16 20 56 66 96 111 

17 21 57 67 97 112 

18 22 58 68 98 113 

19 23 59 70 99 114 

20 24 60 71 100 116 

21 25 61 72 101 117 

22 26 62 73 10? 119 

23 27 63 74 103 120 

24 28 64 75 104 80. 115 

25 29 65 76 105 I0u. 33 

26 30 66 V 106 100. 43 

27 31 67 78 107 100. 48 

28 32 68 79 108 125. 34 

29 35 69 SO 109 125. 85 

30 36 70 81 110 125. 97 

31 38 71 82 111 125. 101 

32 39 72 83 112 150. 41 

33 40 73 84 113 150. 105 

34 42 74 86 114 218 52 7 

35 44 75 87 115 244.44 9 

36 45 76 88 116 250. 19 

37 46 77 89 117 266.66 69 

38 47 78 90 118 277.77 2 

39 49 79 91 

40 50 80 92 

The foregoing table shows that in 1920-21 there were 103 districts 
which did not employ male teachers. A further discussion of this rable is 
found on page 87. 



Buffalo County, Nebraska, School Survey 



89 



Rank Salary 



TABLE XXXV 

Salaries of Female Teachers 

Average Monthly Pay of Each 
1913-1920 

Rank: From Lowest to Highest 

Dist. Rank Salary Dist. Rank Salary 



Dist. 



1 


45.08 


1 


41 


55.88 


95 


81 


59.69 


25 


2 


45.63 


99 


42 


55.94 


106 


82 


59.69 


26 


3 


47.19 


42 


43 


56.17 


116 


83 


59.81 


12 


4 


47.50 


102 


44 


56.25 


33 


84 


59.98 


119 


5 


50.00 


27 


45 


56.25 


44 


85 


60.00 


48 


6 


50.71 


115 


46 


56.25 


50 


86 


60.00 


80 


7 


51.25 


31 


47 


56.25 


109 


87 


60.00 


83 


8 


51725 


103 


48 


56.43 


10 


88 


60.00 


113 


9 


51.50 


108 


49 


56.43 


76 


89 


60.20 


54 


10 


51.88 


28 


50 


56.69 


92 


90 


60.63 


21 


11 


51.88 


53 


51 


56.79 


74 


91 


60.86 


29 


12 


51.98 


110 


22 


56 79 


100 


92 


61.43 


52 


13 


52.01 


75 


53 


56.88 


13 


93 


61.88 


64 


14 


52.50 


117 


- 54 


56.88 


61 


94 


62.06 


105 


15 


52.81 


93 


55 


56.88 


94 


95 


62.14 


66 


16 


53.13 


70 


56 


57.00 


55 


96 


62.54 


41 


17 


53.13 


81 


57 


57.08 


39 


97 


62.79 


60 


18 


53.13 


104 


58 


57.13 


4 


98 


62.81 


57 


19 


53.28 


58 


59 


57.14 


5 


99 


63.13 


45 


20 


53.44 


49 


60 


57.19 


120 


100 


63.14 


15 


21 


53.63 


38 


61 


57.34 


77 


101 


63.30 


63 


22 


53.75 


82 


62 


57.36 


18 


102 


63.75 


36 


23 


53.75 


84 


63 


57.50 


34 


103 


63.75 


71 


24 


53.75 


86 


64 


57.50 


40 


104 


63.75 


91 


25 


53.75 


89 


65 


57.50 


43 


105 


64.06 


14 


26 


53.82 


72 


66 


57.50 


67 


106 


64.17 


23 


27 


54.06 


56 


67 


57.50 


112 


107 


64.69 


101 


28 


54.13 


47 


68 


58.13 


32 


108 


65.42 


85 


29 


54.38 


20 


69 


58.13 


68 


109 


65.83 


24 


30 


54.38 


111 


70 


58.13 


73 


110 


65.94 


3 


31 


54.69 


90 


71 


58.15 


96 


111 


66.22 


16 


32 


55.00 


6 


72 


58.56 


78 


112 


66.80 


69 


33 


55.00 


51 


73 


58.75 


17 


113 


66.99 


2 


34 


55.00 


59 


74 


58.75 


107 


114 


67.19 


22 


35 


55.00 


65 


75 


58.93 


87 


115 


69.18 


19 


36 


55.00 


114 


76 


59.06 


46 


116 


70.99 


7 


37 


55.29 


30 


77 


59.38 


35 


117 


72.97 


11 


38 


55.63 


38 


78 


59.38 


62 ' 


118 


74.98 


9 


39 


55.63 


98 


79 


59.38 


97 








40 


55.75 


79 


80 


59.64 


8 










The foregoing- table shows that the 


average 


monthly salary of 


female 


teachers during the 


period 1913-20 inclusive, ranged from $45.08 to $74.98. 


A further discussion of this table will be found 


on page 


90. 





90 Nebraska State Teachers College, Kearney 



Summary of The Monthly Salaries of Female Teachers, 1913-1920 

TABLE XXXV. 
This table shows that the average monthly salaries of female teachers 
during* the period 1913-1920 inclusive, ranged in the respective districts 
from $45.08 to $74.98. It further shows that the average monthly salary of 
the female teachers during this period in 

118 districts was less than $75 each. 

115 •'' " " " 70 " 

84 " " " " 60 u 

31 " " " " 55 " 

4 " " " " 50 " 

Summary of The Monthly Salaries of Female Teaehers, 1920 1921, 

TABLE XXXVI, on the opposite page. 

This table shows that in 1920-21 there were but four rural schools 
taught by men teachers. It also shows that the monthly salary of female 
teachers ranged in the different districts from $75 to $150. From this table 
it is seen, too, that the monthly salary of female teachers during this 
period in 

113 districts was less than $151 each. 
109 " " " " 140 " 

105 " " " " 130 " 

91 " " " " J25 " 

87 " " " " 120 " 

82 " " " " 115 " 

73 " " " " 110 -■ 

70 " " " " 105 " 

38 " " ft " 100 " 

29 " " " " 95 " 

13 " " " " 85 " 

1 " " " " 80 " 

Comparative Study of The Monthly Salaries of Female Teachers 

1913-20 1920-21 
Average monthly salary of all female teachers $57.90 $104 66 
Median monthly salary of all female teachers. 57.16 100. 

The increase in the salaries of female teachers brought out in the fore- 
going comparative table will at first strike the average person as an in- 
crease with which the teachers should be more than satisfied 

But upon analyzing this increase of sa.la.ry in terms of what it will 
buy of the necessities of life plus the returns that the. teacher's prep- 
aration in time and money should bring as an investment, it is seen 
that this increase is not only not exorbitant but it is insufficient. 

This phase of teachers' salaries will be further considered in the sum- 
mary at the close of this studv. 



Buffalo County, Nebraska, School Survey 91 



TABLE XXXVI 
Salaries of Female Teachers 

Average Monthly Salary of Each 
1920—1921 

Rank: From Lowest to Highest 



Ran 


k Salary 


Dist. 


Rank 


Salary 


Dist. 


Rank 


Salary 


Dist 


1 





24 


41 


95. 


104 


81 


110. 


30 


2 





33 


42 


97.50 


74 


82 


110. 


61 


3 





48 


43 


98.75 


12 


83 


110. 


88 


4 





85 


44 


100. 


3 


84 


110. 


101 


5 





115 


45 


100. 


10 


85 


110. 


120 


6 


75.00 


28 


46 


100. 


17 


86 


111. 


52 


7 


80. 


42 


47 


100. 


20 


87 


114. 


54 


8 


80. 


102 


48 


100. 


35 


88 


115. 


32 


9 


82.50 


47 


49 


100. 


40 


89 


115. 


51 


10 


85. 


4 


50 


100. 


43 


90 


115. 


57 


11 


85. 


6 


51 


100. 


58 


91 


116.14 


9 


12 


85. 


29 


52 


100. 


59 


92 


117.50 


36 


13 


85. 


56 


53 


100. 


64 


93 


120. 


16 


14 


85. 


73 


54 


100. 


66 


94 


120. 


49 


15 


85. 


78 


55 


100. 


67 


95 


120. 


91 


16 


85. 


90 


56 


100. 


70 


96 


121.25 


119 


17 


85. 


116 


57 


LOO. 


72 


97 


125. 


5 


18 


85. 


1 


58 


100. 


75 


98 


125. 


18 


19 


90. 


27 


59 


100. 


76 


99 


125. 


23 


20 


90. 


39 


60 


100. 


77 


100 


125. 


25 


21 


90. 


44 


61 


100. 


79 . 


101 


125. 


63 


22 


90. 


46 


62 


100. 


83 


102 


125. 


68 


23 


90. 


50 


63 


100. 


87 


103 


125. 


82 


24 


90. 


53 


64 


100. 


89 


104 


125. 


92 


25 


90. 


62 


65 


100. 


93 


105 


125. 


106 


26 


90. 


65 


66 


100. 


94 


106 


125. 


110 


27 


90. 


84 


67 


100. 


95 


107 


126. 


19 


28 


90. 


86 


68 


100. 


96 


108 


127.05 


15 


29 


90. 


98 


69 


100. 


99 


109 


127.50 


11 


30 


90. 


103 


70 


100. 


100 


110 


129.55 


2 


31 


90. 


108 


71 


100. 


112 


111 


130. 


8 


32 


90. 


109 


72 


100. 


113 


112 


L30. 


34 


33 


90. 


111 


73 


100. 


114 


113 


132.67 


69 


34 


90. 


117 


74 


103.33 


105 


114 


133.44 


60 


35 


95. 


21 


75 


103.57 


31 


115 


140. 


97 


36 


95. 


38 


76 


105. 


22 


116 


145. 


14 


37 


95. 


45 


77 


105. 


41 


117 


145.90 


7 


38 


95. 


55 


78 


105. 


71 


118 


150. 


107 


39 


95. 


80 


79 


110. 


13 








40 


95. 


31 


80 


L10. 


26 










This table shows that durin 


g- the school year 1920-21 there were 5 


districts which did not 


employ female teachers. 


It also shows that during 


the 


same period the average monthly salary of 


female 


teachers ] 


^anged 


from $75 to $150, A further study of th: 


Is table 


is found 


on page 90 





9$ Nebraska State Teachers College, Kearney 



TABLE XXXVII 
Salaries of Male Teachers 

Average Yearly Pay of E ach 
1913-1920 

Hased on The Yearly Term of The Respective District 

Rank: From Lowest to Highest 
Rank Salary Dist. Rank Salary Dist. Rank Salary Dist' 



1 





1 


41 





64 


81 


360. 


115 


2 





3 


42 





35 


82 


387.76 


111 


3 





4 


43 





68 


83 


400. 


39 


4 





6 


44 





70 


84 


405. 


42 


5 





11 


45 





72 


85 


430. 


113 


6 





14 


46 





73 


86 


440. 


55 


7 





16 


47 





74 


87 


440. 


67 


8 





17 


48 





75 


88 


440. 


81 


9 





18 


49 





77 


89 


440. 


87 


10 





20 


50 





78 


90 


440. 


116 


11 





21 


51 





79 


91 


442.50 


10 


12 





22 


52 





80 


92 


450. 


30 


13 





25 


53 





83 


93 


455.25 


71 


14 





26 


54 





84 


94 


480. 


76 


15 





27 


55 





86 


95 


480. 


82 


16 





28 


56 





88 


96 


480. 


85 


17 





29 


57 





89 


97 


487.50 


23 


18 





31 


58 





90 


98 


495. 


18 


19 





32 


59 





91 


99 


495. 


66 


20 





33 


60 





92 


100 


498. 


52 


21 





34 


61 





93 


101 


500. 


13 


22 





35 


62 





94 


10'? 


501.25 


24 


23 





36 


63 





95 


103 


540. 


8 


24 





38 


64 





96 


104 


540. 


114 


25 





40 


65 





97 


105 


545. 


5 


26 





41 


66 





98 


106 


590. 


12 


27 





43 


67 





99 


107 


607.20 


45 


28 





44 


68 





100 


108 


607.50 


15 


29 





46 


69 





102 


109 


633.67 


101 


30 





47 


70 





103 


110 


693.75 


60 


31 





49 


71 





104 


111 


707.83 


105 


32 





50 


72 





106 


112 


790.71 


54 


33 





53 


73 





107 


113 


858.33 


119 


34 





56 


74 





108 


114 


1121.56 


2 


35 





57 


75 





109 


115 


1121.86 


7 


36 





58 


76 





110 


116 


1144.38 


9 


37 





59 


77 





112 


117 


1198.44 


'69 


38 





61 


78 





117 


118 


1377.50 


19 


39 





62 


79 





120 








40 





63 


80 


350. 


51 









This table shows that the average pay of male teachers during t he 
period 1913-20, inclusive, ranged from $350 to $1377.50. A further study 
of this table is found on page 93. 



Buffalo County, Nebraska, School Survey 



93 



Summary of Yearly Salaries of Male Teachers 1913-1920. 

TABLE XXXVII. 
This table shows that the average yearly salary of male teachers dur- 
ing the period 1913-20 ranged in the different districts from $350 to $1377.50. 
It further shows that the average yearly salary of male teachers in 
34 districts was less than $900 



32 

27 

21 

12 

3 

1 



750 
600 
500 
450 
400 
351 



Summary of Yearly Salaries of Male Teachers, 1920-21 

TABLE XXXVIII on following page. 

This table shows that the average yearly salary of male teachers in 
1920-21 ranged in the different districts from $640 to $2,500. It also shows 
that the average yearly salary of male teachers in 
14 districts was less than $2500 



12 


" 2250 


11 


" 2000 


10 


" 1500 


4 


1000 


1 


650 



Comparative Study Of Yearly Salaries Of Male Teachers 

1913-20 1920-21 
Average yearly salary of all male teachers $599.35 1400.67 

Median yearly salary of all male teachers 495. 1012.50 



94 Nebraska State Teachers College, Kearney 

TABLE XXXVIII 

Salaries of Male Teachers 

Average Yearly Salary of Each 
1920—1921 

Rank: Prom Lowest to Highest 

Rank Salary Dist. Rank Salary Dist. Rank Salary Dlst. 



1 





1 


41 





51 


81 





93 


2 





3 


42 





52 


82 





94 


3 





4 


43 





53 


83 





95 


4 





5 


44 





54 


84 





96 


5 





6 


45 





55 


85 





98 


6 





8 


46 





56 


86 





99 


7 





10 


47 





57 


87 





100 


8 





11 


48 





58 


88 





102 


9 





12 


49 





59 


89 





103 


10 





13 


50 





60 


90 





104 


11 





14 


51 





61 


91 





106 


12 





15 


52 





62 


92 





107 


13 





16 


53 





63 


93 





108 


14 





17 


54 





64 


94 





109 


15 





18 


55 





85 


95 





110 


16 





20 


56 





66 


96 





111 


17 





21 


57 





67 


97 





112 


18 





22 


58 





68 


98 





113 


19 





23 


59 





70 


99 





114 


20 





24 


60 





71 


100 





116 


21 





25 


61 





72 


101 





117 


22 





26 


62 





73 


10? 





119 


23 





27 


63 





74 


103" 





120 


24 





28 


64 





75 


104 


640. 


L15 


25 





29 


65 





76 


105 


800. 


33 


26 





30 


66 





77 


106 


900. 


43 


27 





31 


67 





78 


107 


900. 


48 


28 





32 


68 





79 


108 


1000. 


34 


29 





35 


69 





80 


109 


1000. 


85 


30 





36 


70 





81 


. no 


1000. 


97 


31 





38 


71 





82 


111 


1012.50 


41 


32 





39 


72 





83 


112 


1093.25 


101 


33 





40 


73 





84 


113 


1350. 


105 


34 





42 


74 





86 


114 


1964.44 


7 


35 





44 


75 





87 


115 


2200. 


9 


36 





45 


76 





88 


116 


2250. 


19 


37 





46 


77 





89 


117 


2400. 


69 


38 





47 


78 





90 


118 


2500. 


2 


39 





49 


79 





91 








40 





50 


80 





92 








This table shows that in 1920-21 there 


were 


but 15 districts that 


eni' 


3loy 


ed male 


teachers. 


A further study of this table is : 


found on page 


93. 



Buffalo County, Nebraska, School Survey 



95 



TABLE XXXIX 

Salaries of Female Teachers 

Average Yearly Pay of Each 
1913-1920 

Based on The Yearly Term of The Respective District 

Rank: From Lowest to Highest 



Rank 


Salary 


Dist. 


Rank 


Salary 


Dist. 


Rank 


Salary 


Dist. 


1 


326.75 


58 


41 


456.88 


75 


81 


507.86 


10 


2 


330.63 


99 


42 


457.19 


107 


82 


511.25 


94 


3 


358.75 


89 


43 


457.50 


120 


83 


512.83 


23 


4 


368.75 


102 


44 


457.97 


20 


84 


516.25 


18 


5 


370.63 


31 


45 


458.75 


32 


85 


516.56 


35 


6 


383.13 


42 


48 


459.25 


88 


86 


519.66 


29 


7 


391.88 


27 


47 


460. 


112 


87 


522.97 


26 


8 


394.19 


104 


48 


460.47 


83 


88 


523.13 


96 


9 


398.75 


82 


49 


460.94 


93 


89 


525.63 


45 


10 


403.56 


79 


50 


462.31 


4 


90 


526.25 


57 


11 


405.71 


1 


51 


464.06 


108 


91 


530.16 


54 


12 


408.38 


103 


52 


468 57 


78 


92 


530.50 


17 


13 


409.38 


74 


53 


469.38 


109 


93 


532.86 


48 


14 


412.50 


110 


54 


470.29 


87 


94 


533.13 


64 


15 


417.50 


86 


55 


472.19 


72 


95 


534.29 


5 


16 


417.79 


81 


56 


473.03 


108 


96 


535.07 


15 


17 


420. 


98 


57 


473.28 


114 


97 


536.79 


8 


18 


423.34 


115 


58 


473.33 


68 


98 


537.37 


12 


19 


426.64 


116 


59 


474.38 


73 


99 


545. 


52 


20 


426.88 


49 


60 


474.69 


97 


100 


552.77 


119 


21 


426.94 


65 


61 


476.25 


21 


101 


557.15 


105 


22 


431.41 


50 


62 


477.34 


34 


102 


562. 


24 


23 


431.50 


117 


63 


477.50 


25 


103 


563.92 


41 


24 


432.50 


56 


64 


478.13 


47 


104 


567.03 


63 


25 


432.66 


111 


65 


480. 


113 


105 


569.38 


14 


26 


434.63 


59 


66 


480.34 


80 


106 


571. 


36 


27 


436.25 


70 


67 


481.88 


62 


107 


571.25 


91 


28 


436.78 


84 


68 


487.21 


30 


108 


578.44 


101 


29 


437.50 


90 


69 


487.50 


55 


109 


588.02 


60 


30 


440. 


28 


70 


487.93 


67 


110 


590.47 


16 


31 


440. 


51 


71 


495.69 


40 


111 


597.75 


3 


32 


443.16 


95 


72 


497.81 


13 


112 


598.37 


69 


33 


446.43 


100 


73 


501.07 


66 


113 


604.66 


2 


34 


449.91 


6 


74 


504.38 


46 


114 


604.69 


22 


35 


450. 


53 


75 


505. 


43 


115 


634.63 


9 


36 


451.17 


39 


76 


505.06 


77 


116 


644.31 


19 


37 


451.43 


76 


77 


506.21 


71 


117 


655.44 


7 


38 


452.34 


33 


78 


506.67 


85 


118 


657.37 


11 


39 


455. 


61 


79 


506.88 


44 








40 


456.88 


38 


80 


507.81 


92 








The foregoing table shows that the 


average 


yearly 


salary of 


female 


teach 


ers durin| 


y the ye 


ar 1920-21 ranged 


from $326.75 to 


$657.37. 


A fur- 



ther study of this table is found on page 



96 



Nebraska State Teachers College, Kearney 



Summary of Yearly Salaries of Female Teachers, 1913-20 

TABLE XXXIX 
This table shows that the average yearly salary of female teachers 
ranged in the respective districts from $326.75 to $657.37. It also shows 
that the average yearly salary of female teachers in 
118 districts was less than 
112 " " " " 



99 

72 

60 

34 

18 

9 

5 

2 

1 



600 
550 
500 
475 
450 
425 
400 
375 
350 
330 



Summary of Yearly Salaries of Female Teachers 1920-21 

TABLE XL, on the following page. 
This table shows that the average yearly salary of female teachers 
ranged in the respective districts from $640 to $1313.18. It also shows that 
the average yearly salary in 

113 districts was less than $1325. 



112 


' " " 1250 


105 


' " " 1150 


9Q " 


; '• " 1100 


92 


' " " 1050 


84 


' " " 1000 


77 


' " " 950 


57 


< " " 900 


52 


' " " 850 


38 


1 " " 800 


24 


t „ ( < 750 


9 


• ^ (i 700 


2 


4 " '• 650 



Comparative Study of Yearly Salaries of Female Teachers 

1913-20 j 920-21 
Average yearly salary of all female teachers $484.34 853.07 

Median yearly salary of all female teachers 474.58 840. 



In concluding this part of our study, extracts of a report of the Na- 
tional Education Association's Committee on Teachers' Salaries presented 
by Mr. D. B. Waldo, President of the State Normal School. Kalamazoo. 
Michigan, at the meeting of the National Educational Association at 
Des Moines in July this year, are most appropriate. This report says in 
part: 

The least training of any teacher should be "equivalent to high 
school graduation and two years or more of professional training in addi- 
tion. 

"America's greatest educational need is a trained teacher for every 



Buffalo County, Nebraska, School Survey 97 



TABLE XL 

Salaries of Female Teachers 

Average Yearly Salary of Each 

1920—1921 

Rank: From Lowest to Highest 



Rant 


: Salary 


Dist. 


Rank 


Salary 


Dist. 


Rank 


Salary 


Dist 


1 





24 


41 


790. 


100 


81 


945. 


22 


2 





33 


42 


790. 


113 


82 


945. 


41 


3 





48 


43 


797.50 


89 


83 


960. 


49 


4 





85 


44 


800. 


20 


84 


987.50 


52 


5 





115 


45 


800. 


59 


85 


990. 


13 


6 


640. 


42 


46 


800. 


66 


86 


990. 


26 


7 


640. 


102 


47 


800. 


70 


87 


990. 


30 


8 


675. 


28 


48 


800. 


76 


88 


990. 


88 


9 


680. 


6 


49 


800. 


83 


89 


990. 


101 


10 


680. 


56 


50 


800. 


112 


90 


1000. 


25 


il 


680. 


78 


51 


800. 


58 


91 


1000. 


82 


12 


680. 


90 


52 


810. 


44 


92 


1000. 


106 


13 


680. 


116 


53 


810. 


53 


93 


1000. 


110 


14 


682.50 


74 


54 


810. 


86 


94 


1026. 


54 


15 


700. 


99 


55 


810. 


108 


95 


1035. 


57 


16 


701.20 


79 


56 


810. 


117 


96 


1040. 


34 


17 


720. 


27 


57 


840. 


71 


97 


1045.28 


9 


18 


720. 


39 


58 


855. 


55 


98 


1057.50 


36 


19 


720. 


46 


59 


871.75 


120 


99 


1080. 


16 


20 


720. 


50 


60 


875. 


93 


100 


1080. 


91 


21 


720. 


62 


61 


880. 


61 


101 


1091.25 


119 


22 


720. 


65 


62 


888.75 


12 


102 


1120. 


97 


23 


720. 


84 


63 


900. 


3 


103 


1125. 


18 


24 


720. 


98 


64 


900. 


10 


104 


1125. 


23 


25 


720. 


103 


65 


900. 


17 


105 


1125. 


63 


26 


720. 


109 


66 


900. 


35 


106 


1125. 


68 


27 


720. 


111 


67 


900. 


40 


107 


1125. 


92 


28 


725. 


3L 


68 


900. 


43 


108 


1140. 


5 


29 


744.50 


47 


69 


900. 


64 


109 


1145. 


15 


30 


760. 


21 


70 


900. 


67 


110 


1147.50 


11 


31 


760. 


38 


71 


900. 


72 


111 


1 L93.55 


69 


32 


760. 


45 


72 


900. 


75 


112 


1166. 


2 


33 


760. 


80 


73 


900. 


77 


113 


1170. 


8 


34 


760. 


31 


74 


900. 


87 


114 


1200. 


107 


35 


760. 


104 


75 


900. 


94 


115 


1201. 


60 


36 


765. 


1 


76 


900. 


96 


116 


1225. 


14 


37 


765. 


4 


77 


900. 


114 


117 


1232.91 


19 


38 


765. 


29 


78 


920. 


32 


118 


1313.18 


7 


39 


765. 


73 


79 


920. 


51 








40 


785. 


95 


80 


930. 


105 










The foregoing table shows that in 1920-21 there were 


but 5 districts 


that did not employ female teachers. It also shows that the average 


yearly 


salary of femal< 


3 teachers 


i during 


this year ranged 


from $640 to $1313.18. A 


further study of this tab] 


ie is found on page 96. 









98 Nebraska State Teachers College, Kearney 



child. To reach this goal, the members of the teaching profession in 
America must — 

1. Make use in season and out of season of legitimate, effective publicity 

and propaganda. 

2. We ourselves must see to it that needed legislation is enacted which 

will require a decent minimum of training for all who are permitted 
to enter the teaching profession. 

3. Superintendents, principals, and high school teachers must comprehend 

the problem as a whole and exercise such influence that a fair per- 
centage of the best boys and girls in the upper quartile of our high- 
school senior classes shall be attracted into teaching service. 

4. The state must provide the teacher-training institutions of college rank 

properly equipped and supported, and numerous enough-to insure 
within a reasonable period — five years — a trained teacher for every 
child. 

5. The public must everywhere accord to the teaching profession a decent 

degree of social recognition. 

6. There will be a shortage of trained teachers until such time as compen- 

sation is adequate to make the profession attractive. 
Adequate compensation must be sufficient to provide — 

1. A living which includes food, clothing, housing 1 , laundry, incidental es- 

sentials, medical, dental and surgical care, insurance, church, legiti- 
mate charity expense, and all desirable facilities for wholesome 
recreation and the promotion of health. 

2. Social and professional growth, including expenditures for social life, 

including association with the attractive personalities of one's com- 
munity, reading matter, music, art, expense of educational associa- 
tions and meetings, travel, and professional training in institutions 
of learning. 

3. For a high percentage of all teachers, women as well as men, especially 

those who have been in the profession five years or more, compen- 
sation for the support of members of the family or other depend- 
ents. 

4. An annual surplus for investment. A teacher who has served faith- 

fully and invested thriftily for a period of thirty or thirty-five years 
should have a living income from investments. The teacher is en- 
titled to a return for the investment of time and cash involved in 
preparation for professional duties. 

"The average salary in the United States is still pitifully inadequate. 
It is not sufficient to attract enough high-grade young men and 
women into the profession to do the job which must be done. This 
inadequacy is not due to national poverty. We are not poor. We 
are rich. 

"There is indubitable evidence of the ability of the United States to pay 
adequate salaries to the teachers of our public schools. This evi- 
dence may be enumerated under four heads. 

1. Census reports each decade indicate a tremendous annual production of 
new wealth, and for the year 1920 an enormous sum total of all 
wealth. Our total measurable wealth is estimated at the sum of 
$300,000,000,000, We produce $60,000,000,000 in new wealth annual- 
ly. Farm values, including lands and buildings, increased from 



Buffalo County, Nebraska, School Survey 99 



$30,001,000,000 in 1910 to $67,795,000,000 in 1920. 

2. State and federal reports of banks' savings deposits are a definite index 

to vast accumulations and indicate tremendous wealth. Banks' sav- 
ings deposits in Michigan stood at $134,924,000 in 1907. In 1920 sav- 
ings deposits for this same commonwealth stood at $525,671,000, an 
increase of 296 per cent. For every single year from 1907 to 1920 
banks' savings deposits in Michigan show an increase over the pre- 
ceding year. 

3. Another sure index of rapidly increasing wealth is shown in the net 

incomes of corporations. In 1910 this total net income for Michigan 
was $95,666,000. In 1918 this total net income of all corporations in 
Michigan amounted to $338,729,000. 

4. That our ability to adequately support a system of public schools is 

limited only by our desire for public school service, is clearly indi- 
cated in our expenditure for luxuries. Miss Edith Strauss, head of 
the Women's Activity Division of the Department of Justice, in the 
high cost of living campaign, compiled statistics which would indi- 
cate that the average family has been spending $348 a year for lux- 
uries. Included in the total amount is $2,110,000,000 spent for tobacco 
($800,000,000 for cigarettes, $800,000,000 for loose tobacco and snuff, 
and $510,000,000 for cigars). The total expenditure for automobiles 
is put down at $3,000,000,000. The total amount spent for candy is 
$1,000,000,000, for soft drinks $350,000,000, for chewing gum 
$50,000,000, for perfume and cosmetics $750,000,000 and for furs 
$300,000,000. It seems to be as ciear as daylight that we have not 
reached the limit of wise expenditure for public school education 
when our schools, public and private, cost less than one-half of our 
annual tobacco bill. 

"The "demand for trained teachers is greater than at any time in the 
history of our public school system. The effective publicity cam- 
paign of the National Educational Association, the wholesale expo- 
sition in the public press and in standard periodicals of the actual 
teacher situation in our public schools, has led to the increased de- 
mand for better teaching. The public is not yet asking for a trained 
teacher for every child, but we are rapidly approaching that goal. 

"While the demand has been increasing, the supply is still lamentably 
low. The reports of the Bureau of Education and the bulletins of 
the National Educational Association Commission on the emergen- 
cy in education reveal great masses of immature, untrained and 
incompetent teachers in our public schools. The folly of entrusting 
school children to the incompetent and the waste due to the large 
annual turnover in our public school teaching force, call for no dis- 
cussion before this body. There is appalling waste in a large part 
of our public school system due to incompetent teaching. 

"The discussion of this waste must be before the public, and especially 
before organized groups of men and women in local communities 
everywhere throughout the American commonwealth. Through 
this discussion we must increase the demand for teachers who are 
really fit to do the job. 

"While we must constantly emphasize the importance of training and of 
adequate compensation to reward the trained teacher, we may 



too Neb r ask a State Teachers College, Kearney 



expedite matters by legislating the untrained out of the profession. 
In Michigan a boy or girl eighteen years of age, who can pass a third 
grade examination maybe certificated to teach after a minimum of six 
weeks of professional training Through new legislation, in five 
years from the present time, no person will be certificated to teach 
whose training represents less than graduation from an approved 
high school and one year of professional training in addition thereto. 
The time has come when by legislative enactment, it should be made 
illegal for a commonwealth to intrust the training of its school 
children to those who have made no adequate preparation for the 
work. The competition of the incompetent at the present time 
unquestionably affects the general level of our salary schedule for 
the nation as a whole, and it seems clear that we must wage an un- 
ending fight until victory is won. 

"It seems clear to the committee that if we are to attract into the teaching 
profession a fair percentage of the best boys and girls who are 
graduating each year from high school, we must insist upon a living 
minimum salary with a rapid annual increase during the first four or 
five years of service. It has been clearly demonstrated that we can 
not attract enough young people into the profession to keep the 
ranks filled on the basis of apprenticeship schedules for the early 
years. 

"It is more important, however, that we shall insist upon adequate com- 
pensation for those who have served a decade and have indicated 
their intention of remaining permanently in the public school service. 
These people constitute the backbone of the teaching force in near- 
ly all communities, and must be paid if they are to be retained at a 
maximum of efficiency. Their salaries are still all too meager. 
Teachers accumulate dependents with lengthened years in the ser- 
vice. The mature teacher must be more adequately compensated 
and liberal salary schedules should reward extended cultural and 
professional training. We must have special rewards for the espe- 
cially gifted teachers. The compensation of superior teachers in 
every public school system should be recognized more generally in 
terms of cash. 

"Here and there throughout the country, and for most part in recent 
years, cities have adopted the policy of paying grade teachers com- 
pensation equivalent to that paid high school teachers where train- 
ing, experience and skill are equivalent. This practice rests on a 
sound basis. The movement is bound to move rapidly during the 
next decade, and is entitled to our cordial support." 



Buffalo County. Nebraska, School Survey 101 

Physical Health of The Pupils in The Rural Public Schools 

Article XXI. Section 6941, Page 108-109, 1921-22 School Laws of 
Nebraska, provides that; 

"It shall be the duty of every teacher engaged in teaching in the 
schools of the state, separately and carefully, to test and examine every child 
under his jurisdiction to ascertain if such child is suffering from defective 
sight or hearing or diseased teeth, or breathes through its mouth. If such 
test determines that any child has such defect, it shall be the duty of 
the teacher to notify, in writing, the parent of the child, of such defect and 
explain to such parent the necessity of medical attendance for such child. 

Another part of the same section provides that: 

"During the first month of each school year, after the opening of 
school, teachers must make the tests required by this act upon the child- 
ren then in attendance at school; and thereafter as children enter school 
during the year, such tests must be made immediately upon their en- 
trance." 

In accordance with the provisions of this act, the teachers of the rural 
schools filed with the county superintendent at the beginning of the school 
year 1920-21, reports on the condition of the health of the pupils in their 
respective schools. These reports show the following facts: 
Pupils enrolled 1535. 

Pupils examined 1417. 

Per cent of pupils enrolled examined 92.3 

Pupils having defective eyes 287. 

Per cent of pupils examined having defective eyes 20.2 

Pupils having defective ears 119. 

Per cent of pupils examined having defective ears 8.4 

Pupils having defective nose or throat, 375. 

Per cent of pupils examined having defective nose or throat 26.4 

Pupils having defective teeth 587. 

Per cent of pupils examined having defective teeth 41.4 

Pupils having both defective eyes and ears 65. 

Per cent of pupils examined having defective eyes and ears 4.6 

Pupils having defective eyes and nose or throat or any two of these 95. 

Per cent of pupils examined having defective eyes and nose or 

throat or any two of these 3.5 

Pupils having defective eyes and teeth 150. 

Per cent of pupils examined having defective eyes and teeth 10.5 

Pupils having defective ears and nose or throat 51. 

Per cent of pupils examined having defective ears and nose or 

throat, 3.5 

Pupils having defective ears and teeth 66. 

Per cent of pupils examined having defective ears and teeth 4.6 

Pupils having defective nose or throat and teeth 144. 

Per cent of pupils examined having defective nose or throat and 

teeth 10.1 

Pupils having defective eyes, ear, and nose or throat 57. 

Per cent of pupils examined having defective eyes, ears, and nose 

or throat, 4. 



10$ Nebraska State Teachers College, Kearney 

Pupils having- defective eves, nose or throat and teeth 71 

Per cent of pupils examined having defective eyes, nose or throat and 

teeth, 5. 

Pupils having defective eyes, ears, and teeth 33 

Per cent of pupils examined having 1 defective eyes, ears, and teeth, 2.3 
Pupils having defective ears, nose or throat and teeth, 59 

Per cent of pupils examined having defective ears, nose or throat and 

teeth, 4.1 

Pupils having* all these defects, 31 

Per cent of pupils examined having all these defects, 2.1 

The preceding' summary of the physical health of the rural school 
children of Buffalo County obtained through a casual examination by a 
person who in nearly every instance has had little or no medical training- 
whatsoever, reveals a tremendous need for better health education. 
Furthermore, since these teachers could make no examination of the heart, 
lungs, and other vital organs, one can scarcely imagine how many more 
defects than noted above a skilled medical diagnostician could find if he 
were to perform the health inspection. 

In our study of the aims of education on pag-e 7, the following- quotation 
from a leading educational authority was given: 

"The examination of our drafted men between twenty-one and thirty- 
one, in their prime, showed that twenty-nine in every one hundred were 
physically unfit for military service, while thousands accepted soon de- 
veloped tuberculosis, heart bruoble, and otherdiseased conditions under the 
rigors of military training — evidence of our neglect of effective health 
education." 

The physical health of the rural children of Buffalo County as reveal- 
ed by the above summary is such that unless an effective campaign for 
better health is launched and conscientiously carried out, the health of 
the rural young men ten years hence wiii be no better than that revealed 
by the draft during the war. 

The present law, quoted at the beginning* of this part of the study, re- 
quiring the teacher to perform the health examinations of the pupils of 
her school is entirely inadequate to meet the situation. The teacher has 
performed her full duty when she has performed the examination and in- 
formed the parents of the physical defects she has discovered. The as- 
sumption is that the parents will immediately have the defect corrected 
as soon as informed of its existence. However, most parents fail to re- 
cognize the significance of the defects and either treat lightly or postpone 
indefinitely the correction of the defect. 

The Remedy 

The only effective and economical method of dealing with this problem 
of health education is to employ a count\ nurse whose sole work shall 
consist(l) in eliminating physical defects of school children and (2) in 
educating all the people to want and to maintain a higher standard of 
daily health. 

The salary attached to the office of county nurse should be large 
enough to attract a very highly trained professional nurse who has special 
training in public health and .sanitation and who nolds that the function 



Buffalo County, Nebraska, School Survey ios 



of public education is as previously pointed out, four fold: "First to secure 
and maintain perfect health; second, to give the individual ability to do 
his work better; third, to make the individual a more effective citizen, 
and, fourth, to teach the individual the most wholesome use of leisure 
time. 

It goes without saying* that such a county nurse should be provided 
with full and complete office equipment together with all the facilities 
necessary for the full performance of her duties. 

Summary of Cost of Schools, 1913-1920 

TABLE XLI, on following page. 

During the period 1913-20, inclusive, the average yearly total cost of 

schools in the different districts varied from $387.65 to $61,912.55. 

11 1 schools ran at a yearly cost of less than $3000. 

107 " " " " '• " " " " 2500. 

105 " " " " " " " " " 2000. 

101 " " "" " " " '• " 1500. 

93 " " " " " " " " " 1000. 

80 " " " " " " " " " 750. 

70 " " " " " " " " " 700. 

40 " " " " " " " " " 600. 

30 " " " " " " " " " 550. 

13 " " " " " " " " " 500. 

3 li " " " " " " " " 450. 

1 " " •' " k ' " " lk " 400. 

7 schools ran at a yearlv total cost of more than $3000. 
5 " " " " " " " " " " " 7500. 

4 " " " " " " '• •' " " 10000. 

3 « «« u .« u ; (( » c, ;. M000> 

1 " " " " " " " " " " 61500. 

The yearly total cost of schools includes every cent the schools cost 
the district during the year. It includes teachers' salaries, repairs, fuel, 
library books, textbooks, supplies, furniture, interest, and in many cases 
payment or part payment of debts, and in a few instances janitors' wages. 
When we consider this very limited capital invested in educational insti- 
tutions of the community each year, one marvels that any results at all 
could possibly be produced. All this means that 28 schools have each run 
their community educational plant at a yearly total cost of less than a new 
Ford in 1921, and that 45 of the schools have each run at a total yearly 
cost of less than the cost of a new Ford with a "starter" in 1921. If an 
extra tire were taken out with a new Ford in 1921, the cost of the Ford 
would be greater than the yearly total cost of conducting the schools in 
48 districts. The cost of two new Fords without self-starters and without 
extra tires is greater in 1921 than the average yearly total cost conduct- 
ing each of 94 schools of the county each year during the last 8 years. If 
these two new Fords were equipped with self-starters and extra tires their 
cost would be greater in 1921 than the total cost of conducting each of 98 
of the 118 schools in the county each year during the last 8 years. Hence, 
since nearly every rural family in Buffalo County has either a Ford, or an 
automobile costing more than a Ford, it means that the average family in 
the respective districts spent more each year on its automobiles than the 
said districts spent to educate all the children of the district. 



104 



Nebraska State Teachers College, Kearney 



Rank 



Cost 



TABLE XLI 

Average Yearly Total Cost of Schools 

1913-1920 

Rank: From Lowest to Highest 

Dist. Rank Cost Dist. Rank Cost 



Dist 



1 


$387.65 


58 


41 


600.55 


113 


81 


767.32 


96 


2 


411.55 


102 


42 


605.61 


93 


82 


777.17 


30 


3 


416.75 


99 


43 


607.34 


6 


83 


777.61 


18 


4 


450.55 


31 


44 


609.36 


80 


84 


781.53 


88 


5 


459.03 


100 


45 


612.21 


28 


85 


733.11 


57 


6 


461.36 


111 


46 


616.86 


76 


86 


808.98 • 


92 


7 


466.04 


89 


47 


617.12 


82 


87 


813.73 


46 


3 


468.39 


27 


48 


618.24 


44 


88 


840.33 


66 


9 


473.97 


116 


49 


632.32 


109 


89 


858.86 


29 


10 


481.56 


110 


50 


632.89 


107 


90 


869.61 


71 


11 


486.42 


42 


51 


639.51 


45 


91 


883.56 


5 


12 


491.13 


103 


52 


648.63 


104 


92 


907.77 


23 


13 


492.28 


86 


53 


649.95 


35 


93 


932.29 


63 


14 


501.07 


98 


54 


654.84 


20 


94 


1026.81 


91 


15 


502.04 


74 


55 


656.41 


25 


95 


1096.72 


10 


16 


502.33 


1 


56 


661.09 


94 


96 


1191.86 


36 


n 


512.17 


65 


57 


664.45 


72 


97 


1196.80 


3 


18 . 


515.54 


51 


58 


665.28 


85 


98 


1219.14 


106 


19 


516.49 


115 


59 


666.60 


52 


99 


1337.58 


13 


20 


516.67 


95 


60 


667.17 


97 


100 


1413.84 


47 


21 


517.14 


84 


61 


668.31 


75 


101 


1429.31 


16 


22 


525.25 


70 


62 


670.33 


34 


102 


1589.04 


101 


23 


525.48 


73 


63 


671.79 


120 


103 


1654.57 


22 


24 


526.95 


79 


64 


678.52 


26 


104 


1906.52 


14 


25 


529.55 


112 


65 


681.68 


43 


105 


1910.71 


8 


26 


531.50 


50 


66 


682.43 


67 


106 


2407.26 


41 


27 


532.04 


78 


67 


682.56 


62 


107 


2419.36 


60 


28 


535.18 


61 


68 


685.36 


64 


108 


2553.33 


15 


29 


543.59 


39 


69 


687.37 


17 


109 


2747.01 


119 


30 


546.66 


90 


70 


696.26 


4 


110 


2786.01 


11 


31 


555.46 


38 


71 


705.55 


114 


111 


2905.07 


12 


32 


557.45 


55 


72 


716.12 


68 


112 


3021.85 


105 


33 


559.41 


83 


73 


717.93 


40 


113 


3467.01 


54 


34 


559.44 


56 


74 


724.63 


48 


114 


7654.34 


9 


35 


561.17 


108 


75 


736.91 


77 


115 


10211.07 


2 


36 


562.79 


117 


76 


742.14 


49 


116 


14174.32 


69 


37 


563.04 


31 


77 


742.61 


21 


117 


14714.95 


19 


38 


570.25 


59 


78 


746.51 


32 


118 


61912.55 


t 


39 


580.61 


87 


79 


748.20 


24 








40 


599.43 


33 


80 


749.69 


53 









This table shows that the average yearly total 
1920 ranged in the respective districts from $387.65 
ther study of this table is found on page 103. 



cost of schools in 1913- 
to $61,912.55. A fur- 



Buffalo County, Nebraska, School Survey 105 



TABLE XL 1 1 

1913-1920 

Showing- the average number of days school was actually open; the num- 
ber of days it could have been open and produced the same or g-reater re- 
sults if every child enrolled had been compelled to attend every day school 
was open; and the number of days and months each district could thus 
have shortened its term of school. 

Dist. Length of Term Length of Term Needed to Days Term Could JVlonths Term Could 
Produce Same Results Ha' 



1 


154.6 


130.2 


2 


175.4 


156.1 


3 


171.5 


136.1 


4 


163.8 


127.5 


5 


173. 


136.7 


6 


160.8 


111.8 


7 


175.1 


133.6 


8 


174.9 


125.7 


9 


177. 


123.9 


10 


173.9 


93.6 


11 


172.4 


129.7 


12 


176.4 


88.8 


13 


173.1 


109.9 


14 


174.9 


134.7 


15 


167.6 


122.1 


16 


171.4 


117.7 


17 


175. 


125.5 


18 


176.4 


129.7 


19 


175. 


142.5 


20 


163.5 


103.6 


21 


156.5 


115.4 


22 


175.8 


126.2 


23 


159.4 


126.4 


24 


168.5 


128.8 


25 


157.8 


114. 


26 


170.8 


112. 


27 


153.8 


. 92.3 


28 


163.6 


115.4 


29 


167. 


122. 


30 


174.3 


112.6 


31 


142.9 


86.8 


32 


152.9 


106.3 


33 


159.8 


111.3 


34 


162.5 


107.5 


35 


169.8 


123.4 


36 


176.4 


111.8 


37* 






38 


163.8 


114.7 


39 


159. 


96.1 


40 


169.8 


108.9 


41 


174. 


121.7 


42 


158.5 


97.8 


43 


171. 


121.3 


44 


177.4 


114.9 


45 


165.5 


107.9 


46 


167.6 


108.7 


47 


173.6 


127,3 


48 


176. 


111.2 


49 


158.6 


106.9 


50 


154.1 


87.1 


51 


155.9 


87.2 


52 


169.8 


115.7 


53 


170.1 


116.3 


54 


173.8 


127.1 



en Shortened H; 


iveBeen Shortened 


24.4 


1.2 


19.3 


.9 


35.4 


1.7 


36.3 


1.8 


36.3 


1.8 


49. 


2.4 


41.5 


2. 


49.2 


2.4 


53.1 


2.6 


80.3 


4. 


42.7 


2.1 


87.6 


4.3 


63.2 


3.1 


40.2 


2. 


45.5 


2.2 


43.7 


2.1 


49.5 


2.4 


46.7 


2.3 


32.5 


1.6 


59.9 


2.9 


41.1 


2. 


49.6 


2.4 


33. 


1.6 


39.7 


1.9 


43.8 


2.1 


58.P 


2.9 


61.5 


3. 


48.2 


2.4 


45. 


2.2 


61.7 


3. 


56.1 


2.8 


46.6 


2.3 


48.5 


2.4 


55. 


2.7 


46.4 


2.3 


64.6 


3.2 


49.1 


2.4 


62.9 


3.1 


60.9 


3. 


52.3 


2.6 


60.7 


3. 


49.7 


2.4 


52.5 


2.6 


57.6 


2.8 


58.9 


2.9 


46.3 


2.3 


64.8 


3.2 


51.7 


2.5 


67. 


3.3 


68.7 


3.4 


54.1 


2.7 


53.8 


2.6 


46.7 


2.3 



♦School Discontinued 



106 Nebraska State Teachers College, Kearney 







TABLE XLII, 


continued 




Hist. 


Length of Term L 


ength of Term Needed to Days Term Could 


Months Term Could 






Produce Same Results 


Have Been Shortened Have Been Shortened 


55 


168.4 


109.3 


59.1 


2.9 


56 


156.5 


99.6 


56.9 


2.8 


57 


165. 


113.6 


51.4 


2.5 


58 


139.3 


70.3 


69. 


3.4 


59 


155.5 


89.9 


65.6 


3.2 


60 


171.6 


126.3 


45.3 


2.2 


61 


156. 


120. 


36. 


L8 


62 


160.5 


101.3 


59.2 


2.9 


63 


176. 


120.8 


55.2 


2.7 


64 


171.3 


98.4 


72.9 


3.6 


65 


154.4 


106.8 


47.6 


2.3 


66 


162. 


94.4 


67.6 


3.3 


61 


169.4 


127.2 


42.2 


2.1 


68 


157.5 


100.6 


56.9 


2.8 


69 


178.8 


146.2 


32.6 


1.6 


70 


158.9 


108.6 


50.3 


2.5 


71 


157.6 


93.5 


64.1 


3.2 


72 


169.5 


93. 


76.5 


3.8 


73 


159.4 


74.9 


84.5 


4.2 


74 


144.5 


93.2 


51.3 


2.5 


75 


176.8 


121.7 


55.1 


2.7 


76 


154.5 


96.8 


57.7 


2.8 


77 


170.8 


104.8 


66. 


3.3 


78 


160.5 


91.8 


68.7 


3.4 


79 


145.8 


95.8 


50. 


2.5 


80 


158.3 


92.6 


65.7 


3.2 


81 


157.8 


97.3 


60.5 


3. 


82 


152.8 


91.3 


61.5 


3. 


83 


153.5 


90.2 


63.3 


3.1 


84 


161. 


125.2 


35.8 


1.7 


85 


155.3 


102.6 


52.7 


2.6 


86 


152.8 


99.6 


53.2 


2.6 


87 


157.1 


103.9 


53.2 


2.6 


88 


168. 


112.3 


55.7 


2.7 


89 


132.6 


85.3 


47.3 


2.3 


90 


157.6 


97.2 


60.4 


3. 


91 


177.6 


132. 


45.6 


2.2 


92 


177.8 


100.3 


77.5 


3.8 


93 


167.4 


106.3 


61.1 


3. 


94 


176.8 


104.8 


72. 


3.6 


95 


156.1 


107.4 


48.7 


2.4 


96 


180.3 


112.2 


68.1 


3.4 


97 


156. 


115.1 


40.9 


2 


98 


148.9 


91.5 


57.4 


2.8 


99 


144.4 


47.8 


96.6 


4.8 


100 


154.4 


94.2 


60.2 


3. 


101 


177.3 


120, 


57.3 


2.8 


102 


154. 


72.4 


81.6 


4. 


103 


152.4 


93.6 


58.8 


2.9 


104 


145.8 


100.7 


45.1 


2.2 


105 


173.4 


138.2 


35.2 


1.7 


106 


170.8 


108.3 


62.5 


3.1 


L07 


156.9 


88.1 


68.8 


3.4 


108 


177.3 


133.9 


43.4 


2.1 


109 


168.5 


141.5 


27. 


1.3 


110 


157. 


102.9 


54. 1 


2.7 


111 


157.8 


106.1 


51.7 


2.5 


112 


151.9 


86.8 


65.1 


3.2 


113 


158.5 


118.6 


39.9 


1.9 


114 


173.8 


96.6 


77.2 


3.8 


115 


152. 


95.5 


56.5 


2.8 


116 


151.1 


91.9 


59.2 


2.9 


117 


'161.6 


122. 


39.6 


1.9 


118* 










119 


178.5 


138.9 


39.6 


1.9 


120 


157.9 


112.3 


45.6 


2.2 


* 


School discontinued. 









Buffalo County, Nebraska, School Survey 107 

TABLE XLIII 
Number of Days School Term Could Have Been Shortened 











1913-192 















Rank: Prom Lowest 


to Highest 






ilank 


days 


Dist. 


Rank 


days 


Dist. 


Rank 


days 


Dist. 


1 


19.3 


2 


41 


48.7 


95 


81 


59.9 


20 


2 


24.4 


1 


42 


49. 


6 


oZ 


60.2 


100 


3 


27. 


109 


43 


49.1 


38 


83 


60.4 


90 


4 


32.5 


19 


44 


49.2 


8 


84 


60.5 


81 


5 


32.6 


69 


45 


49.5 


17 


85 


60.7 


42 


6 


33. 


23 


46 


49.6 


22 


86 


60.9 


40 


7 


35.4 


3 


47 


49.7 


43 


87 


61.1 


93 


8 


35.2 


105 


48 


50. 


79 


88 


61.5 


27 


9 


35.8 


84 


49 


50.3 


70 


89 


61.5 


82 


10 


36. 


61 


50 


51.3 


74 


90 


61.7 


30 


11 


36.3 


4 


51 


51.4 


57 


91 


.62.5 


106 


12 


36.3 


5 


52 


51 7 


49 


92 


62.9 


39 


13 


39.6 


117 


53 


51.7 


111 


93 


63.2 


13 


14 


39.6 


119 


54 


52.3 


41 


94 


63.3 


83 


15 


39.7 


24 


55 


52.5 


44 


95 


64.1 


71 


16 


39.9 


113 


56 


52.7 


82 


96 


64.6 


36 


n 


40.2 


14 


57 


53.1 


9 


97 


64.8 


48 


18 


40.9 


97 


. 58 


53.2 


86 


98 


65.1 


112 


19 


41.1 


21 


59 


53.2 


87 


99 


65.6 


59 


20 


41.5 


7 


60 


53.8 


53 


100 


65.7 


80 


21 


42.2 


67 


61 


54.1 


52 


101 


66. 


77 


22 


42.7 


11 


62 


54.1 


110 


102 


67. 


50 


23 


43.4 


108 


63 


55. 


34 


103 


67.6 


66 


24 


43.7 


16 


64 


55.1 


75 


104 


68.1 


96 


25 


43.8 


25 


65 


55.2 


63 


105 


68.7 


51 


26 


45. 


29 


66 


55.7 


88 


106 


68.7 


78 


27 


45.1 


104 


67 


56.1 


31 


107 


68.8 


107 


28 


45.3 


60 


68 


56.5 


115 


108 


69. 


58 


29 


45.5 


15 


69 


56.9 


56 


109 


72. 


94 


30 


45.6 


91 


70 


56.9 


68 


110 


72.9 


64 


31 


45.6 


120 


71 


57.3 


101 


111 


76.5 


72 


32 


46.3 


47 


72 


57.4 


98 


112 


77.2 


114 


33 


46.4 


35 


73 


57.6 . 


45 


113 


77.5 


92 


34 


46.6 


32 


74 


57.7 


76 


114 


80.3 


10 


35 


46.7 


18 


75 


58.8 


26 


115 


81.6 


102 


36 


46.7 


54 


76 


58.8 


103 


116 


84.5 


73 


37 


47.3 


89 


77 


58.9 


46 


117 


87.6 


12 


38 


47.6 


65 


78 


59.1 


55 


118 


96.6 


99 


39 


48.2 


28 


79 


59.2 


62 








40 


48.5 


33 


80 


59.2 


116 









This table shows the number of days the school term could been have 
shortened in the respective districts and the same or greater results 
produced. A further study of this table is found on page 108. 



108 



Nebraska State Teachers College, Kearney 



How Much Money The Schools Wasted 

It was pointed out in our study of the enrollment and the average 
daily attendance that the length of term of the respective districts could 
have been shortened and the same or greater results produced and at a 
less cost. 

In the accompanying tables are shown the length of term of the re- 
spective districts; how long a term in each of these districts could have 
produced the same results; the number of days and months the term could 
have been shortened in each district and the same results produced. 



Summary of Number of Days Term Could Have Been Shortened Each 
Year 1913-1920 Inclusive, and The Same or Greater Results Pro- 
duced, Table XLIII. 

From these figures it is found that the same or greater results could 
have been produced even though 

117 schools had shortened the term 20 days or more. 



.02 


It u 


a Hi 


' 40 


70 


a u 


" " 


' 50 


37 


a u 


a ui 


• 60 


10 


i i a 


u ic s 


70 


5 


u u 


l-< U i 


80 


1 


u a 


ii ;; i 


90 



Since the school month is made up of 20 days, that means that 
117 schools could have shortened the term 1 month or more 



102 

70 

37 

10 

5 

1 



2 

2.5 

3 

3.5 
4 

4.5 



Even though the school term had been shortened as indicated in the 
tables above, the total monthly cost of schools would still remained the 
same. Hence, it follows that each year during the last 8 years the same or 
greater results could have been produced if the school term had been 
shortened in the respective districts as pointed out in the foregoing tables 
and the cost of conducting these schools could at the same time have been 
reduced as shown in the following table. 



Buffalo County. JNebraska, School Survey 109 

TABLE XLIV 

Money Wasted Each Year in Running Schools During Time Not Needed 
to Accomplish The Same Results as Were Produced 
1913-1920 

Rank: Prom Lowest to Highest 



Rani 


Cost 


Dist. 


Rank 


Cost 


Dist. 


Rank 


Cost 


Dist 


1 


79.18 


1 


41 


195.67 


55 


81 


270.19 


94 


2 


101.69 


109 


42 


197.22 


87 


82 


276.10 


30 


3 


115.25 


84 


43 


198.91 


43 


83 


277.85 


107 


4 


123.58 


61 


44 


201.52 


104 


84 


279.06 


73 


5 


138.05 


108 


45 


203.87 


56 


Sr> 


279.09 


99 


6 


139.45 


117 


46 


206.93 


75 


86 


285.22 


77 


7 


151.55 


111 


47 


208.28 


18 


87 


286.53 


46 


8 


152.24 


113 


48 


209.84 


81 


88 


289.35 


96 


9 


15S.66 


65 


49 


210.35 


90 


89 


291.76 


64 


10 


162.25 


95 


50 


213.06 


52 


90 


293.26 


63 


11 


166.63 


38 


51 


215.89 


39 


91 


300.82 


72 


12 


166.64 


89 


52 


218.24 


102 


92 


314.32 


114 


13 


166.69 


110 


~x) 


218.49 


44 


93 


351.41 


66 


14 


166.87 


70 


54 


221.87 


93 


94 


353.62 


92 


15 


171.09 


67 


55 


223.02 


45 


95 


354.42 


71 


16 


171.57 


86 


56 


226.15 


85 


96 


365.57 


16 


n 


175.69 


97 


57 


227.43 


34 


97 


377.62 


47 


18 


176.33 


24 


58 


227.49 


112 


98 


437.03 


22 


19 


177.13 


31 


59 


227.77 


32 


99 


437.21 


36 


20 


178.56 


35 


60 


227.78 


51 


100 


438.29 


14 


21 


178.64 


74 


61 


228.18 


78 


101 


446.96 


106 


22 


179.26 


100 


62 


230.63 


76 


102 


489.15 


13 


23 


180.61 


28 


63 


231.08 


83 


103 


507.04 


10 


24 


181.11 


79 


64 


231.87 


50 


104 


510.73 


119 


25 


182.05 


33 


65 


232.88 


29 


105 


513.84 


101 


26 


133.41 


25 


66 


233.88 


26 


106 


538.07 


8 


27 


185.85 


6 


67 


237.97 


53 


107 


614.41 


105 


28 


186.32 


116 


68 


240.44 


19 


108 


639.79 


60 


29 


187.15 


42 


69 


241.22 


59 


109 


684.74 


15 


30 


187.29 


5 


70 


242.92 


49 


110 


690.06 


11 


31 


187.80 


27 


71 


244.65 


57 


111 


724.15 


41 


32 


188.55 


23 


72 


248.18 


3 


112 


932.64 


54 


33 


189.74 


103 


73 


250.08 


82 


113 


1124.49 


2 


34 


190.08 


4 


74 


252.03 


62 


114 


1443.42 


12 


35 


192.22 


58 


75 


253.78 


80 


115 


2296.90 


9 


36 


192.74 


115 


76 


258.37 


40 


116 


2585.05 


69 


37 


193.63 


98 


77 


259.33 


88 


117 


2733.55 


19 


38 


194.52 


120 


78 


259.40 


68 


118 


14675.60 


7 


39 


195.41 


17 


79 


263.85 


91 








40 


195.62 


21 


80 


267.60 


48 










The prec 


eding- table shows 


the amount of money that could have been 


saved each year during- the period 1913-20 by running- the schools 


only for 


the 


time needed to 


produce tl 


e same results as 


were pr 


oduced. A further 


study of this 


table is found on 


page 110. 











Hi' 



Nebraska State Teachers college, Kearney 



Summary of Money That Could Have Been Saved Each Year, 1913-1920, by 
The Respective Districts 

TABLE XLIV. 

All schools would have saved $75.00 or more. 

117 100.00 " 

114 " " " " 125.00 " 

112 " " " " 150.00 " 

102 " " " " 175.00 " 

75 " " " " 200.00 " 

46 " " " " 250.00 " 

29 " " " " 300.00" 

27 ,k " " " 350.00." 

22 " " " " 400.00 " 

17 " kl " " 500.00 " 

13 " - " " 600.00 " 

9 " kk k4 " 700.00 " 

8 " " " " 800.00 " 

7 " " " " 900.00 " 

6 " " " " 1100.00 " 

4 " " " " 2200.00 " 

3 " " " " 2500.00 " 

1 " " " " 14500.00 " 

If every district in the county had run its schools on the business 
principle outlined above of cutting the school term to the length needed to 
have produced the same results as were produced in the respective districts, 
and had then made every pupil enrolled attend every day school was in ses- 
sion, all the districts in the county could have made a total yearly saving 
on their annual school budget of $54,688.53. 

If the schools had practiced this sound business economy for the 
eight years, 1913-1920 inclusive, they would have saved the people of 
the county $437,508.24, 

The total cost of conducting all the public schools of the county each 
year during the eight years, 1913-1920 inclusive, was $206,110.61. Hence, 
the money that Buffalo County wasted in 8 years through unbusiness-like 
school administration was more than enough to run all the schools of the 
county for two years. 

In other words, during the 8 years 1913-1920 inclusive, Buffalo County 
wasted enough money through poor school management to purchase in 1921 
six new Ford touring cars for each and every one of the 118 districts in 
the county. 

Summary of Per Cent of Total Yearly Cost of Schools, Wasted, 1913-20 

TABLE XLV 
A comparison of the amount of money wasted through the above noted 
poor school administration each year during the eight years 1913-1920 
inclusive, with the total amount spent for schools each year of this period 
shows that all districts wasted more than 10 per cent of money spent. 

" 15 " 

" 20 " 

" 25 " 

" 30 " 

" 35 " 

" 40 " 

" 45 " 

" 50 " 

" 65 " 



117 


i. n 


111 


i a 


v>9 




76 


i a 


51 


I i I 


22 


u 


7 


' " 


3 


t u 



Buffalo County, Nebraska, School Survey ill 

TABLE XLV 
Per Cent of Total Yearly Cost of Schools Wasted 

1913—1920 

Rank: From Lowest to Highest 
Rank Per Cent Dist. Rank Per Cent Dist. Rank Per Cent Dist 



1 


11. 


2 


41 


30. 


9 


81 


36.9 


48 


2 


15.7 


1 


42 


30. 


41 


82 


36.9 


62 


3 


16. 


109 


43 


30.3 


33 


83 


37.2 


81 


4 


18.2 


69 


44 


30.5 


32 


84 


37.3 


76 


5 


18.5 


19 


45 


30.6 


6 


85 


37.3 


115 


6 


18.5 


119 


46 


30.9 


65 


86 


37.7 


96 


7 


20.3 


105 


47 


31. 


104 


87 


38.4 


42 


8 


20.7 


3 


48 


3L.1 


75 


88 


38.4 


90 


9 


20.7 


23 


49 


312 


57 


89 


38.6 


98 


10 


21. 


5 


50 


31.4 


m 


90 


38.7 


77 


11 


22.2 


84 


51 


31.4 


95 


91 


38.8 


100 


12 


22.9 


14 


52 


31.7 


53 


92 


39. 


103 


13 


23. 


61 


53 


31.7 


70 


93 


39.3 


31 


14 


23.5 


24 


54 


31.9 


52 


94 


39.3 


116 


15 


23.7 


7 


55 


32.3 


101 


95 


39.7 


39 


16 


24. 


11 


56 


32.7 


49 


96 


40. 


27 


17 


24.6 


108 


57 


32.8 


111 


97 


40.5 


82 


18 


24.7 


117 


58 


33.1 


88 


98 


40.7 


71 


19 


25. 


67 


59 


33.9 


34 


99 


40.8 


94 


20 


25.3 


113 


60 


33.9 


85 


100 


41.3 


83 


21 


25.5 


16 


61 


33.9 


87 


101 


41.6 


80 


22 


25.6 


91 


62 


34. 


45 


10? 


41.8 


66 


23 


26.3 


21 


63 


34.3 


79 


103 


42.3 


59 


24 


26.3 


60 


64 


34.4 


26 


104 


42.7 


64 


25 


26.3 


97 


65 


34.6 


no 


105 


42.8 


78 


26 


26.4 


22 


66 


34.8 


86 


106 


42.9 


112 


27 


26.6 


18 


67 


35. 


46 


107 


43.6 


50 


28 


26.7 


47 


68 


35.1 


55 


108 


43.7 


92 


29 


26.8 


15 


69 


35.3 


44 


109 


43.9 


107 


30 


26.9 


54 


70 


35.5 


30 


110 


44.1 


51 


31 


27.1 


29 


71 


35.5 


74 


111 


44.4 


114 


32 


27.3 


4 


72 


35.7 


89 


112 


45.2 


72 


33 


27.4 


35 


73 


35.9 


40 


113 


46.2 


10 


34 


27.9 


25 


74 


36.2 


68 


114 


49.5 


58 


35 


28.1 


8 


75 


36.4 


56 


115 


49.6 


12 


36 


28.4 


17 


76 


36.5 


13 


116 


53. 


102 


37 


28.9 


120 


77 


36.6 


36 


117 


53.1 


73 


38 


29.1 


43 


78 


36.6 


93 


118 


66.9 


99 


39 


29.5 


28 


79 


36.6 


106 








40 


29.9 


38 


80 


36.7 


20 








This table 


shows 


the per 


cent of total yearly cost of schools that was 


wasted 


each year during' the period 1913-20. A further 


study of this 


table 


is found on pag 


re 110. 















lis Nebraska State Teachers College, Kearney 

TABLE XLVI 

Average Daily Total Cost of Schools 
1913-1920 

Rank: Prom Lowest to Highest 



lank 


Cost 


Dist. 


Rank 


Cost 


Dist. 


Rank 


Cost 


Dist. 


1 


2.67 


102 


41 


3.69 


87 


81 


4.54 


92 


•) 


2.78 


58 


42 


3.73 


94 


OZ 


4.65 


88 


3 


2.88 


99 


43 


3.74 


28 


83 


4.67 


49 


4 


2.92 


111 


44 


3.75 


33 


84 


4.74 


' 21 


5 


2.97 


100 


45 


3.75 


109 


85 


4.74 


57 


6 


3.04 


27 


46 


3.77 


6 


86 


4.85 


46 


7 


3.06 


42 


47 


3.78 


75 


87 


4.88 • 


32 


8 


3.06 


110 


48 


3.78 


113 


88 


5.13 


5 


9 


3.13 


116 


49 


3.82 


35 


89 


5.14 


29 


10 


3.15 


31 


50 


3.84 


80 


90 


5.18 


66 


11 


3.16 


108 


51 


3.86 


45 


91 


5.29 


63 


12 


3.21 


84 


52 


3.91 


72 


92 


5.51 


71 


13 


3.22 


86 


53 


3.92 


17 


93 


5.69 


23 


14 


3.22 


103 


54 


3.92 


52 


94 


5.78 


91 


15 


3.25 


1 


55 


3.97 


26 


95 


6.30 


10 


16 


3.29 


73 


56 


3.98 


43 


96 


6.75 


36 


n 


3.30 


51 


57 


3.99 


76 


97 


6.97 


3 


18 


3.30 


70 


58 


4. 


20 


98 


7.13 


106 


19 


3.30 


95 


59 


4. 


64 


99 


7.72 


13 


20 


3.31 


55 


60 


4.02 


67 


100 


8.14 


47 


21 


3.31 


78 


61 


4.03 


77 


101 


8.33 


16 


22 


3.31 


65 


62 


4.03 


107 


102 


8.96 


101 


23 


3.36 


98 


63 


4.05 


114 


103 


9.41 


22 


24 


3.39 


38 


64 


4.11 


48 


104 


10.90 


14 


25 


3.39 


115 


65 


4.12 


34 


105 


10.92 


8 


26 


3.41 


39 


66 


4.15 


25 


106 


13.83 


41 


27 


3.43 


61 


67 


4.22 


40 


107 


14.09 


60 


28 


3.44 


50 


68 


4.25 


4 


108 


15.23 


15 


29 


3.46 


90 


69 


4.25 


120 


109 


15.38 


119 


30 


3.47 


74 


70 


4.25 


62 


110 


16.16 


11 


31 


3.47 


117 


71 


4.26 


96 


111 


16.46 


12 


32 


3.48 


44 


72 


4.27 


97 


112 


17.42 


105 


33 


3.48 


112 


73 


4.28 


85 


113 


19.94 


54 


34 


3.51 


89 


74 


4.31 


77 


114 


43.24 


9 


35 


3.57 


56 


75 


4.40 


18 


115 


58.21 


9 


36 


3.61 


93 


76 


4.40 


53 


116 


79.27 


69 


37 


3.61 


79 


77 


4.44 


24 


117 


84.08 


19 


38 


3.63 


81 


78 


4.44 


104 


118 


353.57 


7 


39 


3.64 


83 


79 


4.45 


30 








40 


3.66 


59 


80 


4.54 


68 









This table shows the average daily total cost of the respective schools 
during the period 1913-1920. A further study of this table is found on page 
1 ] 3. 



Buffalo County, Nebraska, School Survey 



113 



Summary of The Total Daily Cost of Schools 

TABLE XLVI 
Another way to consider the cost of schools is the cost of conducting 
the schools each day the respective schools were in session. The accom- 
panying table of this phase of the cost of education shows that of the 118 
schools in the county 

103 schools ran at a daily total cost of $10.00 or less. 



99 


ti i i 


tt 


" 


ii 


ii 


it 


Ci 


8.00 


tt 


ii 


94 


" " 


it 


" 


" 


" 


" 


ii 


6.00 


ft 


" 


87 


a 1 1 


a 


" 


i c 


i t 


tt 


" 


5.00 


it 


" 


79 


(1 u 


( t 


it 


it 


11 


1 1 


If 


4.50 


it 


i i 


57 


" " 


i t 


" 


it 


il 


i i 


ii 


4.00 


" 


ti 


33 


u a 


" 


ii 


" 


" 


tt 


ti 


3.50 


it 


" 


15 


" " 


" 


" 


" 


II 


it 


tl 


3.25 


it 


" 


5 


If it 


tt 


( 1 


f 1 


II 


ti 


11 


3.00 


ti 


" 


1 


it (( 


(( 


i I 


tl 


II 


1 1 


tt 


2.75 


ti 


ii 


15 


schools ran 


at 


a 


daily 


total cost of $10.00 


or more 


11 


" u 


i i 


tt 


tt 


tt 


it 


if 


15.00 


tt - 


ti 


5 


ti if 


(t 


tt 


tt 


it 


" 


if 


40.00 


ti 


ii 


4 


it u 


(t 


tt 


cc 


tt 


it 


it 


50.00 


tt 


" 


3 


a a 


ft 


tt 


It 


it 


t i 


il 


75.00 


tt 


" 


2 


ti ft 


t( 


CI 


ii 


it 


i i 


if 


80.00 


ft 


i t 


1 


f 1 it 


it 


it 


CI 


ti 


it 


f-f 


350.00 


.i 


tt 



In order to make concrete the amount of money it has cost daily to run 
each of the schools of Buffalo County, we will compare the daily cost of 
schools with the cost of common farm and household articles. The prices 
of these are taken from the Montgomery Ward & Company Catalogue and 
Buyers Guide No. 93. According to this catalogue and guide: 

The cheapest intermittent alarm clock, at $3.20, cost more than the 
daily cost of conducting each of eleven schools in the county. 

The cheapest man's hat but two, at $3.48, cost more than the daily cost 
of conducting each of 31 schools of the county. 

The cheapest child's high chair at $3.99, cost more than the daily cost 
of conducting each of 56 schools of the county. 

The cheapest three-horse double tree at $4.10, cost more than the daily 
cost of conducting each of 63 schools of the county. 

The cheapest pair of four-buckle overshoes at $4.12 cost more than the 
daily cost of each of 64 schools of the county. 

Two dozen pairs of the cheapest husking mittens at $2.24 a dozen cost 
more than the daily cost of conducting each of 79 schools of the county. 

The cheapest mounted grindstone at $7,65, cost more than the daily 
cost of conducting each of 98 schools of the county. 

The cost of the cheapest gasoline lamp, such as is found in many farm 
homes, at $8.95, cost more than the daily cost of conducting 101 schools of 
/the county. 

The preceding facts as to the cost of conducting the respective schools 
of the county give no opportunity for the comparison of cost on any basis 
other than that of the district unit. Inasmuch as the different districts 
vary in area, in school population, and in wealth, this comparison shows 
nothing of the comparative efficiency with which the affairs of the different 
districts are conducted. Hence, the following Summary: (page 115) 



//4 Nebraska State Teachers college. Kearney 

TABLE XLVII 
Average Yearly Cost Per Pupil in Average Daily Attendance 
1913—1920 

Rank: From Lowest to Highest 
Rank Cost Dist. Rank Cost Dist. Rank Cost Dist 



1 


26.96 


97 


41 


47.33 


7 


81 


62.56 


111 


o 


31.45 


82 


42 


48 66 


27 


82 


62.75 


74 


3 


31.99 


23 


43 


48.76 


110 


83 


63.19 


9 


4 


33.50 


109 


44 


48.95 


32 


84 


65.24 


49 


5 


33.51 


26 


45 


49.50 


75 


85 


65.53 


101 


i) 


34.12 


sr) 


46 


49.53 


54 


86 


65.64 


86 


7 


35.42 


24 


47 


50.85 


90 


87 


65.85 


. 102 


8 


36.48 


34 


48 


50.93 


66 


88 


66.73 


73 


9 


37.24 


113 


49 


51.34 


91 


89 


67.23 


20 


10 


37.64 


79 


5() 


51.92 


17 


90 


68.16 


1 


11 


37.68 


35 


51 


51.93 


19 


91 


68.55 


77 


12 


37.79 


55 


52 


52.37 


81 


92 


63.89 


95 


13 


37.81 


5 


53 


52.39 


103 


93 


68.91 


58 


14 


37.97 


57 


54 


52.45 


3 


94 


71.70 


89 


15 


38.64 


iSS 


55 


52.69 


30 


95 


72.34 


22 


16 


38.68 


43 


56 


52 97 


36 


96 


75.26 


114 


17 


38.91 


83 


57 


53 29 


45 


97 


75.50 


29 


18 


38.98 


67 


58 


53.42 


94 


98 


76.91 


32 


19 


39.03 


84 


59 


53.69 


72 


99 


77.04 


92 


20 


40.61 


64 


60 


54.35 


44 


100 


77.70 


96 


21 


41.21 


18 


61 


54.99 


51 


101 


77.96 


115 


22 


41.44 


56 


62 


55.02 


112 


10? 


78.02 


11 


23 


41.78 


69 


63 


55.40 


80 


103 


78.99 


117 


24 


41.85 


59 


64 


55.64 


100 


104 


79.14 


88 


25 


42.51 


16 


65 


55.75 


39 


105 


79 38 


99 


26 


42.88 


70 


66 


55 94 


60 


106 


80.75 


93 


27 


43.01 


119 


67 


55 95 


50 


107 


81.05 


53 


28 


43 36 


52 


68 


56. 


78 


108 


87.54 


41 


29 


43.40 


25 


69 


56.83 


108 


109 


87.91 


31 


30 


43.59 


33 


70 


56.86 


40 


110 


92.02 


48 


31 


43.67 


76 


71 


57.02 


104 


ill 


93.78 


106 


32 


44.04 


2 


72 


57.84 


6 


112 


10L.68 


14 


33 


44.36 


105 


73 


58.30 


15 


113 


102.80 


12 


34 


44.60 


61 


74 


58.63 


4 


114 


104.45 


10 


35 


44.88 


38 


75 


58.66 


13 


115 


115.07 


107 


36 


45.36 


21 


76 


61.02 


71 


116 


117.90 


98 


37 


46.45 


87 


77 


61.41 


46 


117 


118.49 


8 


38 


46.58 


68 


78 


61.77 


42 


118 


128.89 


28 


39 


46.81 


116 


79 


62.08 


(Sry 








40 


47.14 


120 


80 


62.49 


47 








This table shows the cost 


of conducting- the 


rural schools in 


terms of 


nearly 


cost pei 


» pupil in 


avera 


ge daily 


attendance. A 


further 


study of 



this table is found on page 115. 



Buffalo County, Nebraska, School Survey 115 



Summary of Average Yearly Cost Per Paps! in Average Daily Attendance 
Each Year, 1913-1920 Inclusive, Table XL VII 
This table shows that the average yearly cost of educating 1 each pupil 
in average daily attendance each year for the period 1913-1920 inclusive 
rang*ed from $26.96 to $128.89. It further shows that to educate each pupil 
in average dailv attendance each year costs 

6 districts from $25.00 to $34.99 
26 " " 35.00 " 44.99 

26 " " 45.00 " 54.99 

22 " " 55.00 " 64.99 

12 '* " 65.00 " 74.99 

12 " " 75.00 " 84.99 

4 " " 85.00 k ' 94.99 

3 " " 95.00 " 104.99 

" " 105.00 " 114.99 
3 " " 115,00 " 124.99 

1 " - 125.00 " 134.99 

Districts 2, 7, 9, 19, 69 are city schools which offered not only elemen- 
tary education to their pupils at the respective costs indicated in this table 
but each of them also offered a full four year high school course for this 
cost. For this reason the following comparison is most interesting; 

Average Yearly Cost Per Pupil for All Schools $50.76 

Median ' k " " " " kk " 54.02 

Yearly cost per pupil in District No. 9 (Elm Creek) 62.75 

kk " " " " No. 19 (Shelton) 51.93 

" " " " " " No. 7 (Kearney) 47.33 

" " " " •' No. 2 (Gibbon) 44.04 

" " " " " " No. 69 (Ravenna) 41.78 

" " " kk kk No. 11 (Buda) 78.02 

" kk " " " No. 41 (Denman) 87 54 

•' " k - kk kk No. 12 (Odessa) 102.80 

The last three named schools maintain struggling small high school 
classes in the lower high school grades. 

The preceding comparative study shows that while most of the coun- 
try schools are running at a very low total yearly and low total daily cost 
yet the yearly cost pet- pupil of giving a meager elementary schooling is 
in more than half the rural schools above the median yearly cost per 
pupil as well as above the average yearly cost per pupil. On the other 
hand in four of the live city schools the yearly cost per pupil in offering 
a twelth grade education is less than the median yearly cost per pupil for 
the whole county. In three of the five city schools this yearly cost per 
pupil is less than the average yearly cost per pupil for the whole county. 

This means that in terms of results the one- teacher schools, 
and the small two and three-teacher schools, while 

cheap in terms of total yearly cost are most expensive in terms of cost per 
pupil. Furthermore, these schools do not offer the educational opportun- 
ities to the children of the district that the larger school such as Numbers 
2, 7, 9, 19 and 69 do. 

This would indicate that to give the best educational opportunity to 
all the children at a minimum cost requires the abandonment of the pres- 
ent relatively small districts and the creating of a very much larger unit 
of organization than the present unit. 



at) Nebraska State Teachers College, Kearney 

TABLE XLVIII 

Total Cost Per Day Per Pupil in Average Daily Attendance 











1913- 


1920 












Rank: From Lowest to Highest 






Rank 


Cost 


Dist. 


Rank 


Cost 


Dist. 


Rank 


Cost 


Dist. 


1 


.17 


97 


41 


.29 


61 


81 


.40 


Ill 


2 


.20 


26 


42 


.29 


91 


OZ 


.40 


77 


3 


.20 


109 


43 


.29 


21 


83 


.40 


65 


4 


.20 


23 


44 


.30 


68 


84 


.41 


20 


5 


.20 


36 


45 


.30 


87 


85 


.41 


22 


6 


.21 


82 


46 


.30 


17 


86 


.41 


48 


7 


.21 


24 


47 


.30 


19 


87 


.41 


49 


8 


.22 


5 


48 


.30 


120 


88 


.42 


11 


9 


.22 


63 


49 


.30 


30 


89 


.42 


73 


10 


.22 


85 


50 


.30 


94 


90 


.43 


102 


11 


.22 


35 


51 


.31 


3 


91 


.43 


86 


12 


.22 


34 


52 


.31 


44 


92 


.43 


96 


13 


.22 


55 


53 


.31 


116 


93 


.43 


92 


14 


.23 


43 


54 


.31 


66 


94 


.43 


114 


15 


.23 


57 


55 


.32 


27 


95 


.43 


74 


16 


.23 


67 


56 


.32 


72 


96 


.44 


1 


17 


.23 


18 


57 


.32 


32 


97 


.44 


95 


18 


.23 


69 


58 


.M2 


108 


98 


.45 


29 


19 


.23 


113 


59 


.32 


90 


99 


.47 


88 


20 


.24 


60 


60 


.33 


81 


100 


.48 


53 


21 


.24 


64 


61 


.33 


40 


101 


.48 


62 


22 


.24 


119 


62 


.34 


13 


102 


.48 


93 


23 


.24 


84 


63 


.34 


103 


103 


.49 


117 


24 


.25 


16 


64 


.35 


15 


104 


.50 


58 


25 


.25 


2 


65 


.35 


78 


105 


.50 


41 


26 


.25 


83 


66 


.35 


39 


106 


.51 


115 


27 


.26 


52 


67 


.35 


8-) 


107 


.52 


47 


28 


.26 


105 


68 


.35 


51 


108 


.54 


89 


29 


.26 


79 


69 


. 35 


45 


109 


.55 


99 


30 


.26 


110 


70 


.MS 


4 


lit) 


.55 


106 


31 


.26 


56 


71 


.36 


9 


ill 


.58 


14 


32 


.27 


59 


72 


.36 


6 


112 


.58 


12 


33 


.27 


70 


73 


.36 


46 


113 


.60 


10 


34 


.27 


7 


74 


~>(\ 


10.) 


114 


.62 


30 


35 


.27 


33 


75 


.36 


112 


115 


.68 


8 


36 


.27 


38 


76 


.36 


50 


116 


.73 


107 


37 


.28 


25 


77 


.37 


101 


117 


.79 


28 


38 


.28 


75 


78 


.39 


71 


118 


.79 


98 


39 


.28 


76 


79 


.39 


42 








40 


.28 


54 


80 


.39 


104 









This table shows the daily cost per pupil in average daily attendance 
of conducting- the respective schools of the county. A further study of 
this table is found on page 117. 



25 k( 


' " 34 


35 ' 


; « 44 


45 " 


" 54 


55 ' 


• " 64 


65 


' " 74 


75 '• 


" 79 



Buffalo County, Nebraska, School Survey 117 



Summary 1913*1920 Daily Cost Per Pupil in Average Daily Attendance 

TABLE XLVIJI 
This table shows that the daily cost per pupil in conducting- the re- 
spective schools of the county during- the period 1913-1920 ranged from 17 
cents to 79 cents. It, further shows that the daily cost per pupil of con- 
ducting the schools was as follows: 

Daily cost per pupil in 23 districts ranged from 17 cents to 24 cents. 
" ■ " » » « 40 " 
" " 34 
" "11 

" " g 

<« :. u n a 2 " " 

" " '• " " 2 " " 

A study of Table XL VI II leads us to draw the same conclusions as have 
just been drawn from a study of Table XLVII. 

The reason that the districts do not in all cases hold the same rank 
in Table XLVIII as they do in Table XLVII is accounted for by the fact 
that some districts had shorter terms than others. 

In considering the amount the public is expending yearly per pupil in 
average daily attendance for the education of normal children, it is inter- 
esting to note the amount the public expends yearly for the education and 
care of each of its delinquents, defectives and dependents. 

The following figures on the yearly cost per inmate of each of Ne- 
braska's institutions for the education and care of its delinquents, defec- 
tives and dependents are taken from the Annual Per Capita Inmate 
Maintenance Expenditure Based on Expenditures for Mainte- 
nance for Period December 1, 1916, to December 1, 1918, insert D in 
Nineteenth Biennial Report of the Superintendent of the State Industrial 
School, Kearney, Nebraska. 

Nebraska Institution tor Feeble- Minded Youth $ 226.34 

Girls' Industrial School 386.37 

State Industrial School 361.87 

Nebraska Soldiers' and Sailors' Home (Burkett) 291.35 

Soldiers' and Sailors' Home (Milford) 386.89 

Ingleside Hospital for the Insane (Ingleside) 229.28 

Nebraska Hospital for the Insane (Lincoln) 235.34 

Hospital for the Insane of Nebraska (Norfolk) 229.73 

Hospital for Tuberculosis 732.44 

Orthopedic Hospital 812.46 

State Penitentary 375,14 

Nebraska Industrial Home 293.74 

Nebraska School for the Blind 563.06 

Nebraska School for the Deaf 382.24 

Nebraska Home for Dependent Children 462.86 

Average yearly cost per pupil in Buft'aloCounty schools 1913-20 $50.76 
Median " " " " " " " " " 54.02 

Yearly cost per pupil in District 9 (Elm Creek) $62.75 

" " «' " '/ 19 (Shelton) 51.93 

" 4t " " ** i4 7 (Kearney) 47.33 

" " " " u " 2 (Gibbon) 44.04 

" " " " " " 69 (Ravenna) 41.78 

The purpose of this comparison is not to make it appear that the pub- 
lic is expending too much for the education and care of the unfortunate 
for it is unquestionably true that a still greater expenditure for the 
education and care of these delinquents, defectives, and dependents 
would redound to the improvement of society 

But this comparison does show that if a child is to receive the 
greatest possible public expenditure and attention for its education 
and care it must be born or developed into a defective, a deliquent, 



lis Nebraska State Teachers College, Kearney 

TABLE XLIX 
Average Assessed Valuation Per Pupil in Census 
1913—1920 

Rank: Prom Lowest to Highest 

Rank As's'd. Val. Dist 

81 1787.82 46 

82 1795.02 70 

83 1822.29 38 

84 1848.12 88 

85 1854.57 92 

86 1880.46 86 

87 1884.84 98 

88 1902.35 13 

89 1965.02 8 

90 1992.04 73 

91 2001.86 5 

92 2018.21 21 

93 2031.82 68 

94 2050.02 31 

95 2076.88 10 

96 2080.38 48 

97 2098.52 82 

98 2132.47 11 

99 2181.19 108 

100 2256.56 39 

101 2322.50 29 
10? 2447.21 91 

103 2617.60 3 

104 2662.92 36 

105 2779.62 12 

106 2841.15 47 

107 2968.76 114 

108 2972.44 22 

109 3129.19 117 

110 3139.35 106 

111 3330.24 14 

112 3338.32 96 

113 3580.96 28 

114 3719.15 94 
LI 5 4036.44 1 

116 4193.83 107 

117 4575.09 6 

118 7641.18 4 



This table shows the assessed valuation per pupil in the census in the 
respective districts during the period 1913-1920. A further study of this 
table is found on pege 119. 



Rank 


As's'd. Val. 


Dist. 


Rank 


As's'd. Val. 


Dist. 


1 


583.59 


7 


41 


1185.50 


84 


2 


641.25 


79 


42 


1186.13 


100 


3 


694.21 


119 


43 


1190.01 


2 


4 


695.43 


97 


44 


1190.68 


80 


5 


740.22 


56 


45 


1195.12 


L02 


6 


762.98 


104 


46 


1201.37 


57 


7 


785.36 


69 


47 


1221.95 


75 


8 


81721 


67 


48 


1242.32 


103 


9 


828.80 


76 


49 


1275 61 


42 


10 


833.90 


82 


50 


1282.18 


78 


11 


836.47 


63 


51 


1303.07 


109 


12 


*60.16 


16 


52 


1305.09 


59 


13 


865.07 


85 


53 


1315 20 


93 


14 


865.20 


83 


54 


1320.92 


71 


15 


872.21 


19 


55 


1339.30 


66 


16 


884.05 


23 


56 


1363.98 


74 


17 


910.04 


81 


57 


1394 78 


44 


18 


927.60 


51 


58 


1397.87 


25 


19 


944.09 


43 


59 


1416.12 


55 


20 


966.28 


27 


60 


1416.52 


89 


21 


1004.22 


24 


61 


1418.71 


116 


22 


1004.42 


105 


62 


1463.99 


18 


23 


1006. 


111 


63 


1468.67 


52 


24 


1024.63 


41 


64 


1481.41 


95 


25 


1026.15 


49 


65 


1484.93 


50 


26 


1033.24 


26 


66 


1525. 76 


110 


27 


1039.96 


90 


67 


1554 43 


60 


28 


1060.94 


54 


68 


1559.40 


20 


29 


1063.92 


34 


69 


1586.04 


L7 


30 


1066.63 


72 


70 


1594.22 


65 


31 


1070.36 


99 


71 


1609.05 


101 


32 


1092.03 


9 


72 


1617.17 


77 


33 


1093.29 


120 


73 


1621.26 


53 


34 


1097.56 


112 


74 


1(544.92 


87 


35 


1121.88 


115 


75 


1652.96 


15 


36 


1132 77 


64 


76 


1725.97 


32 


37 


1136.02 


61 


77 


1729.02 


113 


38 


1141.25 


40 


78 


1733.33 


33 


39 


1168.96 


30 


79 


1761.68 


58 


40 


1173.90 


35 


80 


1775.31 


45 



Buffalo County. .Nebraska, School Survey 



119 



or a dependegt. If trje public would expend tr;e same amount yearly 
on the education of norrpal children to prevent the continuance and 
spread of defectives, delinquents and dependents that it now doeson 
the education and care of its unfortunates, the improvement of 
society and the nation that would corne as a result would be beyond 
anything that can be conjectured. 

Inequality in Ability to Maintain High Standards of Education Shown by 
a Comparative Study of The Wealth of The Respective Districts. 

Summary of Average Assessed Valuation Per Pupil in Census 

1913-20, TABLE XLIX. 

A study of this table shows that the Assessed Valuation per Census 

pupil varied in the respective districts as follows: 

20 districts had less than $1000 Assessed Valuation per Census pupil. 

65 " " " " 1500 

90 ' ; " " " 2000 " " " " " 

102 " " " " 2500 " " 

108 " " " " 3000 

112 '"' " " " 3500 

4 kl " more " 4000 " " 

2 u « u « 4500 

1 " " " k% 7500 

The above Summary shows that the effort required to maintain the 
same standard is more than 13 times as great in some districts as in others. 
Hence, under our present system of financing' the schools, some districts 
can maintain the highest standards with little or moderate effort while 
others can maintain the standards only with the greatest effort. 

Summary of Average Assessed Valuation Per Pupil in Average Daily Attend- 
ance. 1913-1920. Table L. (on following page.) 
This table shows the assessed valuation per pupil in average daily 
attendance varied in the respective districts from $997.92 to $13163.38. It 
further shows that the average assessed valuation per pupil in daily attend- 
ance in the respective districts was as follows: 

1 dist. bad less than $1000 ass'd valuation per pupil in av.daily attendance 
9 " " " " 1500 " '' " lt " " kk 

22 w " « •' 2000 " " •" " " " '• 

37 " k " " " 2500 " ik il (< " " " 

54 " " ' : " 3000 " " k * " " " " 

72 kk kk " " 3500 4 kk ; ' " •' " " " 

31 " lk more kk 4000 •' kk '"' kk " " ,k " 

25 ' 4500 kk " " " " " u 

21 '• '• ,; " 5000 " k( " •' " ' k kk 

18 " ik " '' 5500 kk " " " " " " 

15 kk '' •' " 600O " " " kk " " " 

11 " '« " " 7000 " kl '■' " " ik " 

8 " " tk " 8000 " " " " " ,k ik 

6 ki '' " " 9000 " '• " " " " " 

2 « <• .* it 1()00 Q U « kk kk u u u 

1 " " " " 13000 " " . ' k " " " " 

The above summary shows that while the ability to maintain the 
same standard of schools as pointed out in our study of Table XL VIII 
varies greatly in the different districts the actual efforts made in the res- 
pective districts to maintain a high standard of school vary very much 
more. 

For While tne district that had the lowest amount of assessed 
valuation per pupil in average daily attendance had but one-thir- 
teenth the assessed valuation per pupil ir> average daily atterjdance 
in the district that had the roost assessed valuation back of each 
pupil in average daily attendance, yet the district that had least 
assessed valuatior) gave r>ot only elementary education but the 
best four years of higrj school education as well. 



ii*o Nebraska State Teachers college, Kearney 

TABLE L 

Average Assessed Valuation Per Pupil in Average Daily Attendance, 

1913-1920 

Rank: From Lowest to Highest 



Ran 

1 


k AsVd. Va 

997.92 


l. Hist. 
7 


Rank 
41 


As's'd.IVal. 
2665.01 


Dist. 
71 


Rank 
81 


AsVd. Val. 

3822.71 


Dist 
99 


2 


1012.04 


119 


42 


2748.49 


116 


82 


. 3826.98 


95 


3 


1021.20 


69 


43 


2749.94 


78 


83 


3854.90 


77 


4 


1056.89 


19 


44 


2757.10 


90 


84 


3889.03 


110 


5 


11.62.27 


79 


45 


2790. 15 


35 


85 


3901.99 


45 


6 


1197.69 


97 


46 


2812.53 


109 


86 


3947.10 


102 


7 


1370.08 


2 


47 


2823.33 


30 


87 


3971.50 


13 


8 


L384.37 


16 


48 


2832.89 


42 


88 


4081.09 


8 


9 


1424.51 


105 


49 


2841.09 


18 


89 


4130.48 


65 


10 


1506.00 


67 


50 


2843.36 


72 


90 


4161.72 


50 


11 


1512.27 


63 


51 


2930.33 


103 


91 


4172.55 


91 


12 


1567.49 


9 


52 


2962.40 


74 


92 


4459.82 


92 


13 


1577.11 


82 


53 


2969.50 


64 


93 


4498.09 


58 


14 


1596.97 


56 


54 


2993.89 


61 


94 


4540.92 


29 


15 


1609.11 


104 


55 


3024.74 


17 


95 


4573.98 


10 


16 


1633.09 


54 


56 


3077.28 


112 


96 


4739.94 


73 


17 


1639.30 


23 


57 


3156.50 


93 


97 


4853.83 


21 


18 


1774.51 


86 


58 


3181.25 


20 


98 


5062.80 


39 


19 


1816.39 


41 


59 


3206.73 


80 


99 


5317.20 


62 


20 


1818.32 


76 


60 


3217.31 


44 


100 


5457.49 


22 


21 


1923.(55 


84 


61 


3230.30 


33 


101 


5525.10 


3 


22 


1947.92 


83 


62 


3275.62 


32 


102 


5650.54 


117 


23 


2096.49 


49 


63 


3279.64 


5 


103 


5841. 18 


48 


24 


2129.92 


111 


64 


3289.85 


87 


104 


6021.17 


36 


25 


2186.20 


24 


65 


3296.19 


113 


105 


6090.03 


47 


26 


2187.89 


60 


66 


3306.42 


52 


106 


6283.05 


14 


27 


2188.88 


43 


67 


3317.82 


66 


107 


6293.93 


31 


28 


2198.35 


57 


68 


3385.27 


68 


108 


7428.52 


^8 


29 


2279.21 


34 


69 


3414.62 


100 


109 


7757.83 


106 


30 


2308.84 


26 


70 


3442.05 


101 


110 


7998.59 


94 


31 


2315.48 


89 


71 


3444.30 


55 


111 


8203.59 


12 


32 


2347.83 


115 


72 


3488.68 


46 


112 


8333.21 


6 


33 


2402. 10 


81 


73 


3505.43 


53 


113 


9259.77 


96 


34 


2409.96 


75 


74 


3516.31 


11 


114 


9340.81 


107 


35 


2434.16 


15 


75 


3516.78 


70 


115 


9423.57 


28 


36 


2483.43 


27 


76 


3532.30 


L08 


116 


9982. 


1 


37 


2484.92 


40 


77 


3661.52 


38 


117 


10127.97 


114 


38 


2590.14 


25 


78 


3698.25 


85 


118 


13163.38 


4 


39 


2656.50 


120 


79 


3794.94 


51 








40 


2657.11 


59 


80 


3811.29 


88 








The preceding- table show 
in average daily attendance in 
1913-1920. A further study of 


s the average assessed valuation per 
the respective districts during* the 
this table is found on page 119. 


pupil 
period 



Buffalo County, Nebraska, School Survey 121 

TABLE LI 

Average Real Wealth* Behind Each Dollar Spent Yearly for All School 

Purposes 











1913-1920 












Rank: From Lowest to Highest 






Rank Av. Wealth Dist. 


Rank 


Av. Wealth Dist. 


Rank Av. Wealth Dist. 


1 


101.76 


19 


41 


250.83 


82 


81 


344.72 


18 


2 


103.75 


41 


42 


255.29 


27 


82 


345.24 


51 


3 


105.41 


7 


43 


256.25 


23 


83 


345.87 


62 


4 


117.67 


11.9 


44 


260.06 


85 


84 


354.14 


87 


5 


122.21 


69 


45 


262.64 


101 


85 


355.40 


73 


6 


124.04 


9 


46 


264.89 


72 


86 


357.93 


117 


7 


141.16 


104 


47 


267.92 


30 


87 


358.32 


31 


8 


150.63 


2 


48 


271.09 


90 


88 


363.52 


68 


9 


150.69 


115 


49 


277.76 


95 


89 


365.58 


28 


10 


154.40 


79 


50 


279.81 


112 


90 


365.69 


64 


11 


160.58 


105 


51 


279.83 


103 


91 


366.09 


45 


12 


160.74 


49 


52 


281.18 


77 


92 


370.26 


35 


13 


161.47 


89 


53 


281.72 


86 


93 


370.49 


33 


14 


164.86 


54 


54 


281.75 


120 


94 


371.93 


50 


15 


170.35 


111 


55 


283.05 


43 


95 


377.18 


22 


1(5 


172.26 


8 


56 


284.25 


46 


96 


381.43 


52 


11 


190.85 


16 


57 


289.43 


92 


97 


395.43 


12 


18 


192.68 


56 


58 


289.44 


80 


98 


398.03 


110 


19 


193.10 


67 


59 


289.56 


57 


99 


405.87 


107 


20 


195.45 


93 


60 


291.31 


17 


100 


406.65 


91 


21 


195.56 


60 


61 


293.71 


116 


101 


408.04 


38 


22 


195.71 


63 


62 


295.94 


44 


102 


410.10 


70 


23 


208.26 


76 


63 


298.51 


25 


103 


413.62 


106 


24 


208.78 


15 


64 


299.71. 


102 


104 


419.89 


109 


25 


209.84 


10 


65 


300.84 


29 


105 


433.69 


5 


26 


216.26 


53 


66 


306.84 


100 


106 


442.66 


113 


27 


218.35 


71 


67 


308.70 


24 


107 


454.04 


39 


28 


218.58 


40 


68 


308.91 


14 


108 


455.67 


55 


29 


222.15 


97 


69 


310.95 


108 


109- 


487.39 


47 


30 


222.45 


11 


70 


312.47 


34 


110 


526.29 


3 


31 


229.31 


81 


71 


315.03 


98 


111 


534.99 


21 


32 


229.46 


42 


72 


317.54 


59 


112 


568.34 


36 


33 


236.03 


74 


73 


317.60 


48 


113 


595.49 


96 


34 


240.78 


99 


74 


325.73 


66 


114 


673.24 


114 


35 


240.91 


88 


75 


326.63 


58 


115 


720.05 


6 


36 


243.41 


75 


76 


332.67 


65 


116 


735.24 


1 


37 


244.05 


20 


77 


334.58 


32 


117 


748.93 


94 


38 


245.51 


78 


78 


335.65 


61 


118 


1110.54 


4 


39 


246.44 


84 


79 


338.63 


13 








40 


250.36 


83 


80 


344.53 


26 










This table 


shows the 


actual 


wealth back of each doll 


ar spent yearly for 


all school purposes in the 


respective districts during- the 


period of 1913-1920. 


A further study of this 1 


:able is found on 


page 122 










#The real > 


wealth in this 


case was determined by multiplying- the assessed valu; 


itlon by 5 



/rr Nebraska State Teachers College, Kearney 



Summary of Average Real Wealth Back of Each Dollar Spent Yearly For All 
School Purposes, 1913-1920. TABLE LI. 

The real wealth of the respective districts was found by multiplying 
the assessed valuation of each district by 5. 

A study of Table LI shows that the real wealth back of each dollar spent 
yearly for school purposes ranged in the respective districts from $101.76 to 
$1110.54-. It further shows that the average real wealth behind each dollar 
spent for all school purposes varied in the different districts as follows: 
dist's. had less than $150 real wealth back of each dollar spent on schools 



22 


i i 


t< a i 


' 200 


u 


39 


(< 


« k U (( 


250 


" 


64 


(( 


t ! t< (1 


300 


" 


83 


i i 


U SI t < 


350 


" 


20 


ik 


" more " 


400 


" 


12 


4i 


.. a 


' 450 


i ( 


9 






500 


a 


5 


ik 


u a 4 


■ mo 


ii 


4 


" 


a .c a 


700 


u 


1 


" 


a a u 


' 1100 


ii 




The above summary further 



bears out tables XLIX and L in 
showing that the districts of the county did not have the same ability to 
maintain high standards of education and that they did not expend the 
same proportional amount for education in the respective districts. 
Summary of Average Yearly Expenditure For School Purposes Per $1000 
Real Wealth, 1913-1920. Table LII. (on following page.) 
This table shows that the average yearly expenditure for school pur- 
poses per $1000 real wealth during the period 1913-1920 inclusive, ranged in 
the respective districts from $.39 to $9.81. It further shows that the 
average yearly expenditure for school purposes per $1000 real wealth 
varied in the respective districts as follows: 

79 districts had a yearly expenditure of less than $4.00 per $1000 
61 " " " " " " " 3.50 " 

41 " " " " " " " 3.00 " 

20 " " " "■ " " " 2.50 " 

9 '• " " " " " " 2.00 " 

5 " " " " " " " 1.50 " 
1 " " ." " " " " 1.00 tl 

29 " " " " " more " 4.50 il 

22 " " " " " " " 5.00 " 

16 " " " c< " lt " 5.50 " 

14 " " 4t " " " " 6.00 " 

7 " " '• " " " "• 7.00 " 

6 " " " " " " " 8.00 " 
3 kt " " " " " •' 9.00 " 

The above summary shows in another way the unequal expenditures 
made for school purposes by the respective districts each year during the 
period 1913-20 inclusive. 

The following summary shows in another way the inequality of ex- 
pense that is found in conducting the schools of the different districts of 
Buffalo County. The first five districts in the following summary are in 
the order given, Kearney, Ravenna, Shelton, Elm Creek and Gibbon. All 
of these offer a full iour-year high -school course as well as the work of 
the first 8 grades. The last five schools are ail one-teacher rural schools 
and offer only work of t-he first eight grades. The ability of these respective 
districts to educate their pupils is found in column 1, under the heading 



Buffalo County, Nebraska, School Survey 



us 



TABLE LI I 

Average Yearly Expenditure for School Purposes Per $ 1 000 Real Wealth 

1913-1920 







Rank: From Lowest 


to Highest 






rlank 


Expend. 


Dist. 


Rank 


Expend. 


Dist. 


Rank 


Expend. 


Dist, 


1 


0.89 


4 


41 


2.99 


32 


81 


4.07 


78 


2 


1.33 


94 


42 


3.00 


65 


OZ 


4.10 


20 


3 


1.36 


1 


43 


3.06 


58 


83 


4.11 


75 


4 


1.39 


6 


44 


3.07 


66 


84 


4.15 


88 


5 


1.49 


114 


45 


3.15 


48 


85 


4.15 


99 


6 


1.68 


96 


46 


3.15 


59 


86 


4.24 


74 


7 


1.76 


36 


47 


3.17 


98 


87 


4.36 


42 


8 


1.87 


21 


48 


3.20 


34 


88 


4.36 


81 


9 


1.90 


3 


49 


3.21 


108 


89 


4.49 


11 


10 


2.05 


47 


50 


3.24 


14 


90 


4.50 


97 


11 


2.20 


55 


51 


3.24 


24 


91 


4.57 


40 


12 


2.20 


39 


52 


3 26 


100 


92 


4.58 


71 


13 


2.26 


113 


53 


3.33 


29 


93 


4.62 


53 


14 


2.31 


5 


54 


3.34 


102 


94 


4.77 


10 


15 


2.38 


109 


55 


3.35 


25 


95 


4.78 


15 


16 


2.42 


106 


56 


3.38 


44 


96 


4.80 


76 


n 


2.44 


70 


57 


3.40 


116 


97 


5.10 


63 


18 


2.45 


38 


58 


3.43 


17 


98 


5.11 


60 


19 


2.46 


91 


59 


3.44 


92 


99 


5.12 


93 


20 


2.46 


107 


60 


3.45 


57 


100 


5.18 


67 


21 


2.5J 


110 


61 


3.45 


80 


101 


5.19 


56 


22 




12 


62 


3.52 


46 


102 


5.24 


16 


23 


2.62 


52 


63 


3.53 


43 


103 


5.81 


8 


24 


2.65 


22 


64 


3.54 


120 


104 


5.87 


111 


25 


2.69 


50 


65 


3.55 


86 


105 


6.06 


54 


26 


2.70 


33 


66 


3.56 


77 


106 


6.19 


89 


27 


2.70 


35 


67 


3.57 


103 


107 


6.22 


49 


28 


2.73 


45 


68 


3.57 


112 


108 


6.23 


105 


29 


2.73 


64 


69 


3.60 


95 


109 


6.43 


2 


30 


2.73 


28 


70 


3.69 


90 


110 


6.48 


79 


31 


275 


68 


71 


3.73 


30 


111 


6.64 


115 


32 


2.79 


31 


72 


3.77 


72 


112 


7.08 


104 


33 


2.79 


L17 


73 


3.81 


101 


113 


8.06 


9 


34 


2.81 


73 


74 


3.85 


85 


114 


8.18 


69 


35 


2.82 


87 


75 


3.90 


51 


115 


8.50 


119 


36 


2.89 


62 


76 


3.90 


23 


116 


9.49 


7 


37 


2.90 


26 


77 


3.92 


27 


117 


9.64 


41 


38 


2.93 


18 


78 


3.99 


82 


118 


9.81 


19 


39 


2.95 


13 


79 


3.99 


83 








40 


2.98 


61 


80 


4.06 


84 









This table shows the average yearly expenditure for school purposes 
per $1000 real wealth for the period 1913-20. A further study of this table 
is found on page 122. 



194 Nebraska State Teachers college, Kearney 

Assessed Valuation per Census Pupil. The ability of these respective dis- 
tricts to educate their children in terms of pupils in actual attendance is 
in column 2 under the Assessed Valuation Per Pupil in Average Daily At- 
tendance. The figures given in both of these columns show that the abili- 
ty or the city districts which offer the opportunity of a full twelve-grade 
education is much less than the ability of the five one-teacher rural 
schools which offer only the work of the first eight grades. 

Colurno three under the Average Yearly Expenditure for School 
Purposes Per $1000 F^eal Wealth shows that the city districts are 
spending 2.6 times to 10.6 times as mucl) per $1000 of actual wealth 
for their schools as are the one-teacher rural schools, Hence, some 
of the districts having roost ability do least in providing educational 
opportunities whereas many districts having least ability offer the 
greatest educational opportunities. 



Dist. 


Assessedv aluation 


Assessed valuation perpupil 


Average yearly expenditures for 




per census pupil 


in average daily attendance 


school purposes per$i000real\vealth 


7 


$583.59 


$997.92 


$9.49 


69 


785 36 


1021.20 


8.18 


19 


872.21 


1056.89 


9.81 


9 


1092.03 


1567.49 


8.06 


2 


1190.01 


1370.08 


6.43 


94 


3719.15 


7998.59 


1.33 


1 


4036.44 


9982.00 


1.36 


107 


4193.83 


9340.81 


2.46 


6 


4575-09 


8333.21 


1.39 


4 


7641.18 


13163.38 


0.89 



Summary of Average Yearly Tax Levy in Mills on Assessed Valuation 1913- 

1920, TABLE LUI. (on following page.) 
Another excellent way of measuring the burden the respective dis- 
tricts are placing upon themselves for the maintenance of schools is indi- 
cated by the tax levy. Table LII shows that the tax levy in mills on assess- 
ed valuation in the respective districts ranged from 5.8 mills to 44.7 mills. 
It further shows that the tax levy in mills on assessed valuation varied in 
the respective districts as follows: 

The Tax Levy in 7 districts ranged from 5 mills to 9.9 mills. 
" 44 

" tk " ki 33 

'• - k " " 15 lt " 

" •' (i " 7 

" •' " " 7 ' " 

' " 2 

" ki " " 3 vi " 

The above summary shows that the district with the lowest tax levy 
exerted approximately one-eighth as great an effort as did the district with 
the highest tax levy each year during the eight years 1913-1920 inclusive 
to secure and maintain good schools. It further shows that the conclusions 
made in the study of the preceding summary that in many instances, 
the districts having most ability do least to provide educational oppor- 
tunities, whereas many districts having least ability do most to offer 
educational opportunities. Furthermore, it shows that rural districts 
taken as a whole are the worst offenders with regard to low taxes, whereas 
the city districts taken as a whole have the highest taxes. 



10 " 


;t 14.9 


15 " 


" 19.9 


20 " 


•' 24.9 


25 ik 


iL 29.9 


30 " 


" 34.9 


35 ki 


" 39.9 


40 " 


t; 44.9 



Buffalo County, Nebraska, School Survey 1$5 



TABLE LI 1 1 

Average Yearly Tax Levy in Mills on Assessed Valuation 

1913-1920 

Rank: From Lowest to Highest 



Rank 


Levy 


Dist. 


Rank 


Levy 


Dist. 


Rank 


Levy 


Dist 


1 


5.8 


114 


41 


13.6 


13 


81 


19.2 


23 


2 


6.4 


94 


42 


13.6 


46 


oZ 


19.5 


53 


3 


6.7 


1 


43 


13.8 


22 


83 


19.7 


88 


4 


7.5 


96 


44 


13.9 


24 


84 


19.7 


83 


5 


8.4 


47 


45 


13.9 


. 26 


85 


20.3 


120 


6 


9. 


4 


46 


13.9 


12 


86 


20.3 


77 


7 


9.8 


3 


47 


13.9 


98 


87 


20.7 


42 


8 


10.1 


39 


48 


13.9 


61 


88 


21.1 


40 


9 


10.2 


38 


49 


14.4 


14 


89 


21.1 


81 


10 


10.2 


36 


50 


14.8 


48 


90 


21.2 


75 


11 


10.5 


16 


51 


14.9 


57 


91 


21.4 


49 


12 


10.6 


109 


52 


15.1 


86 


92 


21.7 


15 


13 


11.1 


106 


53 


15.2 


112 


93 


22.1 


97 


14 


11.3 


55 


54 


15.3 


108 


94 


22.1 


84 


15 


11.3 


5 


55 


15.3 


102 


95 


22.1 


10 


16 


11.6 


107 


56 


15.4 


29 


96 


23.2 


20 


n 


11.6 


51 


57 


15.5 


34 


97 


23.8 


78 


18 


11.7 


31 


58 


15.6 


73 


98 


24.1 


93 


19 


11.7 


L17 


59 


15.7 


43 


99 


24.8 


8 


20 


11.8 


70 


60 


15.8 


44 


100 


25.1 


89 


21 


12.1 


21 


61 


16. 


103 


101 


25.5 


63 


22 


12.1 


50 


62 


16.3 


101 


102 


25.8 


60 


23 


12.5 


33 


63 


16.6 


116 


103 


26. 


67 


24 


12.6 


113 


64 


16.7 


11 


104 


26.3 


56 


25 


12.7 


110 


65 


16.9 


52 


105 


27. 


16 


26 


12.7 


28 


66 


J7. 


25 


106 


28.1 


54 


27 


12.8 


100 


67 


17. 


27 


107 


30.1 


115 


28 


12.8 


91 


68 


17.1 


90 


108 


30.1 


105 


29 


12.8 


64 


69 


17.3 


76 


109 


30.2 


111 


30 


12.9 


59 


70 


17.3 


30 


110 


30.2 


41 


31 


12.9 


45 


71 


17.4 


85 


111 


30.4 


79 


32 


12.9 


58 


72 


17.6 


82 


112 


30.5 


2 


33 


13.2 


32 


73 


17.7 


17 


113 


34.1 


104 


34 


13.2 


35 


74 


17.8 


95 


114 


35.7 


119 


35 


13.2 


65 


75 


18.3 


86 


115 


36.2 


9 


36 


13.3 


68 


76 


18.4 


99 


116 


41.1 


19 


37 


13.3 


62 


77 


18.7 


71 


117 


43.3 


69 


38 


13.3 


87 


78 


18.7 


92 


118 


44.7 


7 


39 


13.4 


18 


79 


19.1 


74 








40 


13.4 


80 


80 


19.2 


72 









This table shows the average yearly tax levy in mills on assessed val- 
uation during the period 1913-20. A further study of this table is found 
on page 124. 



196 



Nebraska State Teachers college, Kearney 



TABLE LIV 

Total Yearly Cost of School 

1920-1921 







R 


\nk: From Lowest to Highest 






Rank 


Cost 


Dist. 


Rank 


Cost 


Dist. 


Rank 


Cost 


Dist. 


1 


577. 


24 


41 


958. 


81 


81 


1230.78 


26 


2 


583.74 


111 


42 


958.12 


59 


82 


1231.88 


97 


3 


592.10 


116 


43 


970.01 


112 


83 


1245 06 


3 


4 


646.57 


31 


44 


985.85 


104 


84 


1252.18 


62 


5 


711.55 


44 


45 


992. 


75 


85 


1306.53 


67 


6 


720. 


42 


46 


992.42 


108 


86 


1365.25 


63 


7 


726.95 


115 


47 


999.89 


94 


87 


1375.32 


64 


8 


742.85 


28 


48 


1002.75 


51 


88 


1453.82 


18 


9 


782.12 


56 


49 


1008.83 


90 


89 


1464.08 


23 


10 


783.10 


78 


50 


1016.84 


120 


90 


1573.99 


8 


11 


793.75 


102 


51 


1022.30 


77 


91 


1603.32 


92 


12 


795.65 


27 


52 


1023.65 


117 


92 


1727.58 


107 


13 


799.21 


74 


53 


1026.65 


48 


93 


1760.18 


82 


14 


805.60 


79 


54 


1029.85 


87 


94 


1787.50 


13 


15 


806.04 


93 


55 


1032.88 


70 


95 


1874.65 


33 


16 . 


818.38 


1 


56 


1051.08 


35 


96 


1905.91 


47 


n 


841.45 


88 


57 


1053.60 


61 


97 


1931.48 


101 


18 


849.55 


80 


58 


1063.44 


96 


98 


2205.97 


5 


19 


850.46 


73 


59 


1063.65 


32 


99 


2300.66 


106 


20 


862.65 


58 


60 


1075.25 


114 


100 


2415.57 


16 


21 


867.70 


46 


61 


1079. 


85 


101 


2530.42 


m 


22 


869.99 


6 


62 


1080.41 


55 


102 


2745. 


22 


23 


873.85 


36 


63 


1082.94 


72 


103 


2775.93 


91 


24 


883.16 


4 


64 


1083.06 


40 


104 


3642.64 


41 


25 


886.85 


100 


65 


1085.85 


52 


105 


4006.16 


14 


26 


888.25 


45 


66 


1090.83 


43 


106 


4078.45 


L19 


27 


889.88 


83 


67 


1093. 16 


53 


107 


4175.^5 


11 


28 


891.15 


20 


68 


1095.38 


34 


108 


4555.15 


12 


29 


896.10 


84 


69 


1105.37 


66 


109 


5188.02 


21 


30 


896.19 


95 


70 


1110. 


57 


110 


5335.56 


60 


31 


897.05 


65 


71 


1124.55 


110 


111 


5405.41 


105 


32 


898.35 


103 


72 


1136.33 


68 


112 


6635.56 


54 


33 


905.90 


39 


73 


1143.42 


30 


113 


7914.0(5 


15 


34 


912.84 


71 


74 


1149.32 


113 


114 


11138.97 


9 


35 


913.80 


50 


75 


1153.50 


109 


115 


15970. 





36 


918.88 


38 


76 


1160.18 


49 


116 


16268.02 


19 


37 


934.77 


76 


77 


1160.21 


89 


117 


28633.14 


69 


38 


941.15 


99 


78 


1174.42 


10 


118 


189599.13 


7 


39 


947.55 


29 


79 


1192.05 


25 








40 


957.91 


98 


80 


1219.21 


17 









This table shows the total yearly cost of school for the year 1920-21. 
A further study of this table is made on page 127. 



Buffalo County, Nebraska, School Survey 127 

In another place in this survey it was recommended that the larger 
portion of the school taxes be raised by a state wide tax. The basis of 
this recommendation lies in the purpose for which the public school exists. 
The purpose of the public school is to make the most useful and efficient 
citizens of all the children thereby protecting- all of society, Consequent- 
ly, all the wealth of the state should be used equally for the education of 
all the children of the state. To show how this recommendation would 
work on the basis of a county tax instead of the present system of district 
unit taxation, the following comparison is given: 
Lowest tax levy in any district 1913-1920 5.8 mills 

Highest " " " * " " " " 44.7 " 

Median " " " " " " " 15.75 " 

Uniform county tax levy that would have raised 

the same amount of money 24.6 " 

If such equalization of taxes can be brought about with in one county 
in which there is no great variation in altitude, soil, climate, products, 
and the distribution of wealth, it can be readily seen how much more a 
state wide tax would equalize among the counties the burden of pro- 
viding' equal educational opportunities in a state like Nebraska. Nebraska 
has a range in altitude of from 850 feet in southeastern part to 5300 feet 
in the western part; a variation in soil from the poorest sandhill regions 
in the central and west-central part where grazing is the only possible 
industry, to the fertile loess region in the south-east half of the state and 
the high plains region in the western part of the state, a portion of which 
is now under irrigation and as a result is one of the richest agricultural re- 
gions in the state; and an unequal distribution of wealth of from less than 
$800 assessed valuation per census child in some parts of the state to more 
than $2000 assessed valuation per census child in other parts of the state.* 

"Justice demands that the burden of supporting such a system of 
schools as the welfare of the state requires be so distributed among the 
people of the state that all communities and groups shall bear a reason- 
able share and that no unreasonable sacrifice will be required on the part 
of any large group."* 

Summary Of The Total Yearly Cost Of Schools, 1920-1921. 

TABLE LSV 
This table shows that in 1920-21 the total yearly cost of schools in the 
respective districts ranged from $577.00 to $189599.13. It further shows 
that the total yearly cost of schools varies in the different districts as fol- 
lows; 

103 schools ran at a yearly total cost of less than $3000. 

100 " " " " " t; " 2500. 

97 " " " " " " " " " 2000. 

89 " " " " " " " " " 1500, 

47 " " " " " " " " " 1000. 

8 " " u " " " " " " 750. 

4 " u U " " " " " " 7oo. 

3 " " *' " " " " " " 600. 
15 " u " " " " " more " 3000. 

6 " " " " " " " " " 7500. 

5 " " " " " " " " " IOOOO. 

4 " " " " " " " u " 14000. 
1 " ii il " " " " " " 185000. 

sfc Brief favoring the adoption of a Constitutional Provision for a State School Tax 



t$8 Nebraska State Teachers College, Kearney 



TABLE LV 

1920-1921 

Showing theaveraue number of days school was actually open during the year 1920-1921. the 
number of days it could have been open and produced the same or greater results if every child 
enrolled had been compelled to attend every day school was open, and the number of days 
and months each district could thus have shortened its term of school. 

Dist. Length of Term Length of Term Needed to Days Term Could Months Term Could 
Produce Same Results Have Been Sho rtened Have Been Shortened 



1 


178 


158.2 


2 


176 


153. 


3 


166.5 


155.4 


4 


180 


115.7 


5 


174 


158.8 


6 


156 


145.1 


1 


174 


132.7 


8 


174 


150.5 


9 


173 


145. 


10 


180 


140. 


11 


176.5 


164.9 


12 


176 


152.6 


13 


178 


130.2 


14 


180 


127.5 


15 


175 


141.1 


16 


174.5 


150.8 


17 


175 


157.5 


18 


174 


138.1 


19 


174 


153.2 


20 


159 


127.2 


21 


156.5 


140.8 


22 


178 


116.7 


23 


177 


118. 


24 






25 


159.5 


145.6 


26 


176 


145.6 


27 


155 


95.3 


28 


175 


125. 


29 


177 


118. 


30 


176 


141.9 


3] 


135 


103.8 


32 


160 


120. 


33 


157 


137.9 


34 


159 


96.1 


35 


167 


152.4 


36 


175 


118.1 


31 






38 


168 


166.3 


39 


160 


130.9 


40 


169.5 


127.1 


41 


174 


145.9 


42 


160 


76.5 


43 


180 


128,5 


44 


178 


101.7 


45 


157 


104.6 


46 


158 


98.7 


47 


176 


144.5 


48 


176 


108.3 


49 


158 


74.3 


50 


158 


122. 


51 


160 


120. 


52 


178 


89. 


53 


178 


126.4 


54 


176 


143.1 


55 


177 


151.7 


56 


155 


125.4 



19.8 


.9 


23 


1.1 


11.1 


.5 


64.3 


3.2 


15.2 


.7 


10.9 


.5 


41.3 


2. 


23.5 


1.1 


28 


1.4 


40 


2. 


11.6 


.5 


23.4 


1.1 


47.8 


2.3 


52.5 


2.6 


33.9 


1.6 


23.7 


1.1 


17.5 


.8 


35.9 


1.7 


20.8 


1. 


31.8 


1.5 


15.7 


.7 


61.3 


3. 


59. 


2.9 


13.9 


.6 


30.4 


1.5 


59.7 


2.9 


50. 


2.5 


59. 


2.9 


34.1 


1.7 


31.2 


1.5 


40. 


2. 


19.1 


.9 


62.9 


3.1 


14.6 


.7 


5ti.9 


2.8 


1,7 


.1 


39.1 


1.4 


42.4 


2.1 


2S.1 


1.4 


83.5 


4.1 


51.5 


2.5 


76.3 


3,8 


52.4 


2.6 


59.3 


2.9 


31.5 


1.5 


67.7 


3.3 


83.7 


4.1 


36. 


1.8 


40. 


2. 


89. 


4.4 


51.6 


2.5 


27.9 


1.3 


25.3 


1.2 


29.6 


1.4 



Buffalo County, Nebraska, School Survey 1$9 



Dist. 


Length of Term 


57 


175 


58 


154 


59 


160 


60 


176 


61 


158 


62 


159 


63 


177 


64 


177 


65 


158 


66 


160 


67 


178 


68 


178 


69 


180 


70 


154 


71 


160 


72 


171 


73 


177 


74 


139 


75 


180 


76 


155 


77 


176.5 


78 


158 


79 


140 


80 


154.5 


81 


158 


82 


156 


83 


158 


84 


155 


85 


159 


86 


175 


87 


180 


88 


177 


89 


157 


90 


154.5 


91 


171 


92 


180 


93 


173 


94 


175 


95 


146 


96 


180 


97 


155 


98 


157 


99 


140 


100 


158 


101 


180 


102 


158 


103 


159 


104 


160 


105 


178 


108 


100 


107 


159 


108 


180 


109 


157.5 


110 


158 


111 


189 


112 


156 


113 


159 


114 


171.5 


115 


160 


116 


158 


117 


180 


118 




119 


172 


120 


155 



TABLE LV, continued 

Length of Term Needed to Days r . 

Produce Same Results Have Be 

108.6 
126. 

95. 
152.7 

97.1 
132.5 
169.3 
118. 
122.9 

89.6 
115.6 
121.7 
148.9 
132. 

91.4 
100.5 
126.4 

79.4 
145.7 
J 06 
110.3 
118.5 
108.8 
109 
116.7 

89.1 

82.1 
121.1 
127.2 
107.6 
117. 
114.5 
143.9 

81.1 
142.5 
146. 
129.7 
122.5 
116.1 
156. 
118.7 
127.3 

54.4 
131.6 
126.5 
120.8 
119.2 
114. 
145.4 

76.1 
145.7 
142.1 
105. 
130.7 
159.9 • 

91. 
125. L 
123.3 
129.3 
137.5 
147.1 

127.2 
119.2 



rerm Could 


Months Term Could 


en Shortened Have Been Shortened 


66.4 


3.3 


28 


1.4 


65 


3.2 


23.3 


1.1 


60.9 


3. 


26.5 


1.3 


7.7 


.3 


59 


2.9 


35.1 


1.7 


70.4 


3.5 


62.4 


3.1 


56.3 


2.8 


31.1 


1.5 


22 


1.1 


68.6 


3.4 


70.5 


3.5 


50.6 


2.5 


59.6 


2.9 


34.3 


1.7 


49 


2.4 


66.2 


3.3 


39.5 


1.9 


31.2 


1.5 


45.5 


2.2 


41.3 


2. 


66.9 


3.*3 


75.9 


3.7 


33.9 


1.6 


31.8 


1.5 


67.4 


3.3 


63 


3.1 


62.5 


3.1 


13.1 


.6 


73.4 


3.6 


28.5 


1.4 


34 


1.7 


43.3 


2.1 


52.5 


2.6 


29.9 


1.4 


24. 


1.2 


36.3 


1.8 


29.7 


1.4 


85.6 


4.2 


26.4 


1,3 


53.5 


2.6 


37.2 


1.8 


39.8 


1.9 


46. 


2.3 


32.6 


1.6 


23.9 


1.1 


13.3 


.6 


37.9 


1.8 


52.5 


2.6 


27.3 


1.3 


29.1 


1.4 


65. 


3.2 


33.9 


1.6 


48.2 


2.4 


30.7 


1.5 


20.5 


1. 


32.9 


1.6 


44.8 


2.2 


35.8 


1.7 



ita Nebraska State Teachers College, Kearney 

TABLE LVI 

Days School Term Could Have Been Shortened 
1920-1921 

Rank: From Lowest to Highest 



Rank 


Days 


Dist. 


Rank 


Days 


Dist. 


Rank 


Days 


Dist. 


1 


1.7 


38 


41 


31.1 


69 


81 


52.4 


45 


2 


7.7 


63 


42 


31.2 


31 


oZ 


52.5 


14 


3 


10.9 


6 


43 


31.2 


79 


83 


52.5 


94 


4 


11.1 


3 


44 


31.5 


47 


84 


52.5 


109 


5 


11.6 


11 


45 


31.8 


20 


85 


53.5 


101 


6 


13.1 


89 


46 


31.8 


85 


86 


56.3 . 


68 


7 


13.3 


107 


47 


32.6 


105 


87 


56.9 


36 


8 


13.9 


25 


48 


32.9 


117 


88 


59. 


23 


9 


14.6 


35 


49 


33.9 


15 


89 


59. 


29 


10 


15.2 


5 


50 


33.9 


84 


90 


59. 


64 


11 


15.7 


21 


51 


33.9 


113 


91 


59.3 


46 


12 


17.5 


17 


52 


34. 


92 


92 


59.6 


74 


13 


19.1 


33 


53 


34.1 


30 


93 


59.7 


27 


14 


19.8 


1 


54 


34.3 


75 


94 


60.9 


61 


15 


20.5 


116 


55 


35.1 


65 


95 


61.3 


22 


16 


20.8 


]9 


56 


35.8 


120 


96 


62.4 


67 


n 


22. 


70 


57 


35.9 


18 


97 


62.5 


88 


18 


23. 


2 


58 


36. 


50 


98 


62.9 


34 


19 


23.3 


60 


59 


36.3 


97 


99 


63. 


87 


20 


23.4 


12 


60 


37.2 


102 


100 


64.3 


4 


21 


23.5 


8 


61 


37.9 


108 


101 


65. 


59 


22 


23.7 


16 


62 


39.5 


78 


102 


65. 


112 


23 


23.9 


106 


63 


39.8 


103 


103 


66.2 


77 


24 


24. 


96 


64 


40. 


10 


104 


66.4 


57 


25 


25.3 


55 


65 


40. 


32 


105 


66.9 


82 


26 


26.4 


100 


66 


40. 


51 


106 


67.4 


86 


27 


26.5 


62 


67 


41.3 


7 


107 


67.7 


48 


28 


27.3 


110 


68 


41.3 


81 


108 


68.6 


71 


29 


27.9 


54 


69 


42.4 


40 


109 


70.4 


66 


30 


28. 


9 


70 


43.3 


93 


110 


70.5 


72 


31 


28. 


58 


71 


44.8 


119 


111 


73.4 


90 


32 


28.1 


41 


72 


45.5 


80 


112 


75.9 


83 


33 


28.5 


91 


73 


46. 


104 


113 


76.3 


44 


34 


29.1 


39 


74 


47.8 


13 


114 


83.5 


42 


35 


29.1 


111 


75 


48.2 ■ 


114 


115 


83.7 


49 


36 


29.6 


56 


76 


49. 


76 


116 


85.6 


99 


37 


29.7 


98 


77 


50. 


28 


117 


89. 


52 


38 


29.9 


95 


78 


50.6 


73 








39 


30.4 


26 


79 


51.5 


43 








40 


30.7 


115 


80 


51.6 


53 









This table shows the number of days the school term could have been 
shortened in the respective districts during" the year 1920-21. A further 
study of this table is found on page 131. 



Buffalo County, Nebraska, School Survey 



131 



Comparative Study of The Total Yearly Cost of Schools 

1913-20 1920-21 
Schools whose total yearly cost was less than $3000 



$3000 


III 


103 


2500 


107 


1 00 


2000 


105 


97 


1500 


IOI 


89 


IOOO 


93 


47 


750 


80 


8 


700 


70 


4 


600 


40 


3 


550 


3° 





500 


13 





450 


3 





400 


1 





3000 


7 


15 


7500 


5 


6 


IOOOO 


4 


5 


14000 


3 


4 


61500 


1 


1 


185000 





1 



Summary of Days School Term Could Have Been Shortened In 1920-1921 
And The Same or Greater Results Produced 

TABLE LVI 
This table shows that the same or greater results could have been pro- 
duced in 1920-21 even though 

103 schools had shortened the term 20 days or more. 

54 U " 
41 " " 

24 " •' 

9 " » 

4 " " 



a 


" 40 


u u 


" 50 


a a 


" 60 


a u 


" 70 


u a 


" 80 



Comparative Study of The Number of Days School Term 
Could Have Been Shortened, 1920-21 

1913-20 1920-21 
Schools whose term could have been shortened 20 days or more 117 103 

40 " " 

" " 50 " " 

60 " " 

" " 70 " " 

" " 80 " " 



102 


54 


70 


41 


37 


24 


10 


9 


5 


4 


1 






It* 



Nebraska State Teachers College, Kearney 



TABLE LVII 

Money Wasted in 1920-21 in Running- Schools for Time Not 
Needed to Accomplish the Same Results as Were Produced 

Rank: From Lowest to Highest 



Rank 


Wasted 


Dist. 


Rank 


Wasted 


Dist. 


Rank 


Wasted 


Dist 


1 


9.30 


38 


41 


221.65 


30 


81 


394.69 


48 


2 


59.37 


63 


42 


224.87 


103 


82 


404.30 


112 


3 


60.82 


6 


43 


228.05 


33 


83 


406.20 


6) 


4 


76.88 


116 


44 


234.85 


120 


84 


420.97 


57 


5 


89.92 


111 


45 


242.88 


73 


85 


427.32 


83 


6 


91.08 


1 


46 


245.10 


113 


86 


432.75 


34 


7 


91.83 


35 


47 


250.25 


80 


87 


446.27 


72 


8 


96 94 


89 


48 


250.28 


81 


88 


458.02 


" 67 


9 


103.83 


25 


49 


250.80 


51 


89 


458,43 


64 


10 


121.80 


17 


50 


260.80 


10 


90 


462.55 


91 


11 


139.38 


115 


51 


266. 


32 


91 


479.30 


90 


12 


141.84 


96 


52 


270.94 


40 


92 


479.91 


1 3 


13 


144.57 


107 


53 


274.34 


11 


93 


486.46 


66 


14 


147.62 


70 


54 


283.36 


104 


94 


487.93 


23 


15 


148.10 


100 


55 


288.59 


97 


95 


520.46 


21 


16 


149.18 


56 


56 


295.47 


76 


96 


542.90 


52 


17 


149.45 


31 


57 


296 06 


45 


97 


549.94 


106 


18 


154.33 


55 


58 


296.87 


88 


98 


574.06 


101 


19 


156.80 


53 


59 


299.77 


94 


99 


575.23 


99 


20 


164.71 


39 


60 


300.12 


18 


100 


588.13 


41 


21 


178.08 


20 


61 


302.21 


114 


101 


605.59 


12 


22 


179.40 


79 


62 


302.94 


92 


10? 


614.36 


49 


23 


181.17 


98 


63 


304.44 


44 


103 


706.46 


60 


24 


183.59 


95 


64 


306.26 


27 


104 


754.63 


82 


25 


186.74 


102 


65 


312.09 


43 


105 


829. 17 


3 


26 


187.20 


117 


66 


315.65 


29 


106 


838.70 


36 


27 


188.99 


75 


67 


315.71 


4 


107 


945.25 


22 


28 


192.74 


5 


68 


316.82 


53 


108 


990.06 


105 


29 


194.38 


110 


69 


325.56 


46 


109 


1051.83 


54 


30 


195.92 


78 


70 


328.01 


16 


110 


1062.21 


119 


31 


195.94 


84 


71 


336.33 


86 


111 


1168.13 


14 


32 


199.37 


65 


72 


341.15 


47 


112 


1532.96 


15 


33 


201.78 


93 


73 


342.70 


74 


113 


1802.64 


9 


34 


208.08 


50 


74 


359.19 


68 


114 


1944.59 


19 


35 


208.82 


62 


75 


360.36 


87 


115 


2086.79 


2 


36 


208.83 


108 


76 


375.75 


42 


116 


4947.08 


69 


37 


212. 


28 


77 


383.30 


77 


117 


45002.55 


7 


38 


212.49 


26 


78 


384.30 


109 








39 


212.67 


8 


79 


388.70 


59 








40 


215.60 


85 


80 


391.71 


71 









This table shows the amount of money wasted in the respective dis- 
tricts during- the year 1920-21. A detailed study of this table is found on 
pag-e 131. 



Buffalo County. .Nebraska, School Survey 



188 



Summary of Money That Could Have Been Saved, 1920-1921 by The 
Respective Districts. Table LVII 

This table shows that in 1920-21 the money that could have been saved 
by the respective districts by running- the schools only for the time requir- 
ed to produce the same results as were produced, ranged in the respec- 
tive districts from $9 30 to $45,002.55. It further shows that the amount of 
money that could have been saved by the respective districts varied as 
follows: 

114 schools could have saved 

109 



f> 75 or more 
100 " " 



107 

100 

97 

85 

71 

58 

44 

36 

23 

17 

15 

13 

11 

7 

2 

2 

1 



125 

150 

175 

200 

250 

300 

350 

400 

500 

600 

700 

800 

900 

1100 

2500 

4500 

45000 



Comparative Study of Money Wasted in Running Schools Time Not Needed 
to Produce Same Results as Were Produced 



Schools that could have saved 



$ 75 or more 


100 " " 


125 " " 


150 " " 


175 " " 


200 " 


250 " tk 


300 " " 


350 " " 


400 " " 


500 k ' " 


600 " " 


700 " " 


800 " " 


900 " " 


1100 " " 


2200 " ' l 


2500 " ki 


4500 " "' 


14500 " " 

J.c;onA " " 



1913-20 

118 

117 

114 

112 

102 

75 

46 

29 

27 

22 

17 

13 

9 

8 

7 

6 

4 

3 

1 

1 





1920-21 
114 
109 
107 

100 
97 

85 
71 
58 
44 
36 
23 
17 
IS 
13 
11 

7 

2 

2 

2 

1 

1 



Summary of Per Cent of Total Yearly Cost of Schools Wasted 1920-1921 
Table LVIII (on the following page.) 
This table shows that the waste in the respective districts noted in the 
foregoing summary ranged in the respective districts from I per cent to 
66.5 per cent of the total yearly Cost of School. This table further 
shows 107 schools wasted 10 per cent or more of money spent 
94 " „ '■' 15 ik " " " " 

HQ (( it 20 " " " " " " " 

55 " " 25 " " " " " 



i$4 Nebraska State Teachers College, Kearney 

table LVIII 

Per Cent of Total Yearly Cost of School Wasted 











1920-1921 














Rank: Prom Lowest to Highest 






Rank 


Per Cent Dist. 


Rank 


Per Cent 


Dist. 


Rank 


Per Cent 


Dist. 


1 


1. 


38 


41 


.19. 


56 


81 


29.9 


94 


2 


4.3 


63 


42 


19. 


75 


82 


31.6 


68 


3 


6.5 


11 


43 


19.3 


15 


83 


31.6 


76 


4 


6.9 


6 


44 


19.3 


30 


84 


32.5 


36 


5 


8.3 


89 


45 


19.3 


115 


85 


33.3 


23 


6 


8.3 


107 


46 


19.9 


20 


86 ; 


33.3 


2^ 


7 


8.7 


5 


47 


19.9 


85 


87 


33.3 


45 


8 


8.7 


25 


48 


20.4 


95 


88 


33.3 


64 


9 


8.7 


35 


49 


20.6 


18 


89 


33.3 


109 


10 


9.9 


17 


50 


21. 


108 


90 


34.4 


22 


11 


10. 


21 


51 


21.3 


113 


91 


34.9 


37 


12 


11.1 


1 


52 


21,8 


84 


92 


35. 


67 


13 


11.9 


19 


53 


22.2 


10 


93 


35.2 


88 


14 


12.1 


33 


54 


22.2 


65 


94 


35.7 


4 


15 


12.9 


116 


55 


22.2 


79 


95 


37.4 


77 


16 


13.1 


2 


56 


22.7 


50 


96 


37.5 


46 


17 


13.2 


12 


57 


23. 


120 


97 


37.9 


57 


18 


13.2 


60 


58 


23.1 


31 


98 


38.4 


27 


19 


13.3 


96 


59 


23.4 


97 


99 


38.4 


48 


20 


13.5 


8 


60 


23.5 


102 


100 


38.4 


86 


21 


13.5 


16 


61 


23.7 


7 


101 


38.5 


61 


22 


14.2 


70 


62 


23.9 


106 


102 


39.5 


34 


23 


14.3 


55 


63 


25. 


32 


103 


40.5 


59 


24 


15.4 


111 


64 


25. 


40 


104 


41.2 


72 


25 


15.8 


54 


65 


25. 


51 


105 


41.6 


112 


26 


16.1 


9 


66 


25. 


78 


106 


42.7 


44 


27 


16.1 


41 


67 


25. 


93 


107 


42.8 


74 


28 


16.6 


62 


68 


25. 


103 


108 


42.8 


82 


29 


16.6 


91 


69 


26. 


119 


109 


42.9 


71 


30 


16.7 


100 


70 


26.1 


81 


110 


44. 


66 


31 


17.2 


26 


71 


26.8 


13 


111 


47.5 


90 


32 


17.2 


110 


72 


28.1 


114 


112 


43. 


83 


33 


17.3 


69 


73 


28.5 


28 


113 


49.9 


52 


34 


17.8 


47 


74 


28.5 


73 


114 


52.1 


42 


35 


18.1 


39 


75 


28.6 


43 


115 


52.9 


49 


36 


18.1 


58 


76 


28.7 


104 


116 


61.1 


99 


37 


18.2 


117 


77 


28.9 


53 


117 


66.5 


3 


38 


18.3 


105 


78 


29.1 


14 








39 


18.8 


92 


79 


29.4 


80 








40 


18.9 


98 


80 


29.7 


101 








This table shows the 


per cent of the total yearly cost of school wasted 


in the 


respective districts in 


1920-21. A further 


study 


of this table is 


found 


on page 


182. 















Buffalo County, Nebraska, School Survey 



185 



36 schools wasted 30 per cent or more of money spent 
26 " " 35 



40 
45 
50 
65 



Comparative Study of Per Cent of Total Yearly Cost of Schools Wasted 

1913-20 1920-21 
districts wasting 10 percent or more of total cost 



a a 


15 


a a 


20 


i i it 


25 


a a 


30 


a a 


35 


a a 


40 


a a 


45 


a a 


50 


a '■'. 


65 



L18 


107 


117 


94 


111 


70 


99 


55 


76 


36 


51 


26 


22 


15 


7 


7 


3 


4 


1 


1 



Summary of Total Daily Cost of School, 1920-21, 
Table L1X. (on following" page) 
This table shows that in 1920-21 the total daily cost of schools in the 
respective districts ranged from $309 to $1089.65. It further shows that 
the total daily cost of schools varied in the different districts as follows: 
go schools ran at a daily total cost of $io or less. 



Schools with 



86 " 


a ait 


a a 


a i 


' 8 " 


a 




44 


a ec a 


a i 1 


a i 


' 6 " 


" 




14 ' 


a a u 


" " 


" ' 


' 5 " 


" 




5 " 


a a a 


a a 


a i 

t i < 


' 4-5° 






3 " 








' 4 






i 


" " " 


a a 




' 3 25 


' ' 




27 " 


. 1 a a 


a a 


( 1 i 


' 10 or 


more 




18 " 


a till 


a a 


a 1 


1 15 " 


a 




6 " 


u a a 


a u 


a i 


' 40 " 


1 i 




5 " 


a a a 
a a a 


a a 

i t a 


: i i 

a i 


1 5o " 


" 




4 " 








75 






2 


" " ' ' 


" 


" ' 


'150 » 


" 




1 " 


(c an 


(( ti 


'' ' 


'1050 


1 1 




Comparative Study of Daily Total 


Cost 


f Schools 














1913-20 


1920-21 


daily total 


cost of $10.00 or 


less 




103 


90 


U (( 


a a 


8.00 " 


t i 




99 


86 


" " 


a a 


6.00 ; ' 


a 




94 


44 


i> C ( 


ti a 


5.00 " 


" 




87 


H 


" " 


a n 


4.50 " 


4 i 




79 


5 


u a 


a a 


4.00 " 


n 




57 


3 


a it 


a it 


3.50 " 


i i 




33 


1 


a a 


" " 


3-25 " 


( I 




15 


1 


a it 


" " 


3.00 " 


' ' 




5 





a a 


t( a 


2.75 " 


(( 




r 





a a 

1 i a 


a it 


10.00 
15.00 " 


more 




15 
11 


27 
18 


a a 


a i 1 


40.00 " 


n 




5 


6 


a a 
a a 


a a 
a a 


50.00 " 
75.00 " 
80.00 " 


a 
a 

a 




4 
3 
2 


5 
4 

4 


a a 


a a 


150.00 " 


a 




1 


2 


a a 


a a 


350,00 " 


a 




1 


1 


a a 


" "1050.00 " 


" 







1 



t#6 Nebraska State teachers College, Kearney 

TABLE LIX 
Total Daily Cost of School 

1920-1921 

Rank: From Lowest to Highest 



•tank 


Cost 


Dist. 


Rank 


Cost 


Dist. 


Rank 


Cost 


Dist 


1 


3.09 


Ill 


41 


5.79 


77 


81 


7.47 


3 


2 


3.75 


116 


42 


5.83 


48 


82 


7.47 


25 


3 


3.99 


44 


43 


5.91 


96 


83 


7.71 


63 


4 


4.24 


28 


44 


5.98 


59 


84 


7.77 


64 


5 


4.50 


42 


45 


6.03 


76 


85 


7.88 


62 


6 


4.54 


115 


46 


6.06 


43 


86 


7.95 


97 


7 


4.60 


1 


47 


6.06 


81 


87 


8.27 


23 


8 


4.66 


93 


48 


6.10 


52 


88 


8.36 


18 


9 


4.75 


88 


49 


.6.10 


55 


89 


8.91 


92 


10 


4.79 


31 


50 


6.10 


98 


90 


9.05 


8 


11 


4.80 


73 


51 


6.14 


95 


91 


10.04 


13 


12 


4,91 


4 


52 


6.14 


53 


92 


10.73 


101 


13 


4.96 


78 


53 


6.16 


104 


93 


10.83 


47 


14 


4.99 


86 


54 


6.22 


112 


94 


10.87 


107 


15 


5.02 


102 


55 


6.27 


51 


95 


11.28 


82 


16 


5.04 


56 


56 


6.27 


114 


96 


11.94 


33 


17 


5.13 


27 


57 


6.29 


35 


97 


12.68 


r 


18 


5.35 


29 


58 


6.33 


72 


98 


13.84 


16 


19 


5.47 


38 


59 


6.34 


57 


99 


14.74 


36 


20 


5.49 


46 


60 


6.38 


68 


100 


15.42 


22 


21 


5.50 


80 


61 


6.39 


40 


101 


16.23 


91 


22 


5.51 


75 


62 


6.50 


30 


10? 


20.93 


41 


23 


5.51 


108 


63 


6.52 


10 


103 


22.25 


14 


24 


5.58 


6 


64 


6.53 


90 


104 


23.01 


106 


25 


5.60 


20 


65 


6.56 


120 


105 


23.65 


11 


26 


5.60 


58 


66 


6.65 


32 


106 


23.71 


119 


27 


5.61 


100 


67 


6.67 


61 


107 


25.88 


12 


28 


5.63 


83 


68 


6.71 


70 


108 


30.32 


60 


29 


5.65 


45 


69 


6.72 


99 


109 


30.37 


105 


30 


5.65 


103 


70 


6.78 


85 


110 


33.15 


21 


31 


5.66 


39 


71 


6.88 


34 


11] 


37.70 


54 


32 


5.68 


65 


72 


6.91 


66 


112 


45.22 


15 


33 


5.69 


117 


73 


6.96 


17 


113 


64.38 


9 


34 


5.71 


71 


74 


8.99 


26 


114 


90.73 


2 


35 


5.71 


94 


75 


7.12 


110 


115 


93.49 


19 


36 


5.72 


87 


76 


7.23 


113 


116 


159.07 


69 


37 


5.75 


74 


77 


7.32 


109 


117 


1089.65 


7 


38 


5.75 


79 


78 


7.34 


49 








39 


5.78 


50 


79 


7.34 


67 








40 


5.78 


84 


80 


7.40 


89 









This table shows the total daily cost of Schools in the respective dis- 
tricts in 1920-21. A further study of this table is found on page 135. 



Buffalo County, Nebraska, School Survey 



141 



Comparative Study of Daily Cost Per Pupil in Average Daily Attendance 



Daily Cost Per Pupil in 
Averag-e Daily Attendance 
From 17 cents to 24 ce nts 



Number of Districts 



" 25 ' 


" 34 


" 35 ' 


" 44 


" 45 ' 


" 54 


" 55 ' 


" 64 


" 65 ' 


" 74 


" 75 ' 


" 84 


" 85 ' 


"94 


" 95 ' 


" 1.04 


" 105 " 


" 1.50 


"1.60 ' 


" 2.55 



-20 


1920-21 


23 


1 


40 


17 


34 


23 


11 


24 


6 


17 


2 


IO 


2 


11 





4 





2 





5 





2 



Summary of Assessed Valuation Per Pupil in Census, 1920-21, Table LXII 

Table LXII shows that in 1920-2] the assessed valuation per census 
pupil varied in the respective districts as follows: 

4 districts had less than $1000 assessed valuation per census pupil 



17 
43 
61 

78 
92 
19 
12 
2 
I 



1500 
2000 
2500 
3000 
35oo 
4000 
4500 
7500 
loooo 



Comparative Study of Assessed Valuation Per Pupil in Census 



Assessed Valuation 
Per Pupil in Census 

$1000 or less 

1500 

2000 

2500 

3000 

3500 

4000 or more 

4500 

7500 
10000 



Number 
1913-20 


of Districts 
1920-21 


20 


4 


65 


n 


90 


43 


102 


61 


108 


78 


112 


92 


4 


19 


2 


12 


1 


2 





1 



Summary of Assessed Valuation Per Pupil in Average Daily Attendance 
1920-1921. Table LXI1I (on following- page) 
This table shows that the assessed valuation per pupil in average daily 
attendance with the exception of district 31, ranges from $1223.52 to $21362.57 
per pupil in average daily attendance. It will be recalled that due to an 
error in the Director's Annual Report for District 31, the average daily 
attendance was listed at 120 instead of 10. Hence, the assessed valuation 
per pupil in average daily attendance in District 31 should be $5167.44. 



u$ 



Nebraska State Teachers College, Kearney 











TABLE LXIII 








A 


ssessed Valuation Per Pupil in 


Average Daily Attendance 










1920-1921 












Hank: Prom Lowes 


T to Highest 






Hani- 


Val. 


Dist, 


Hank 


Val. 


Dist. 


Han 


k Val. 


Dist. 


1 


430.62 


31 


41 


3481.81 


42 


81 


6321.95 


101 


9 


1223.52 


97 


42 


3539.83 


76 


OZ 


6344.80 


77 


3 


1244.87 


14 


43 


3693.42 


79 


83 


6385.20 


17 


4 


1355 06 


19 


44 


3718.19 


35 


84 


6392. 


61 


5 


1371.93 


69 


45 


3889.78 


53 


85 


6407. 


110 


6 


1415.13 


9 


46 


3991.50 


57 


36 


6426.50 


66 


i 


1421.07 


7 


47 


3999.55 


39 


87 


6488.88 


51 


8 


1739.10 


41 


48 


4087.80 


43 


88 


6459.50 


120 


9 


1894.18 


89 


49 


4132.82 


11 


89 


6671.87 


44 


10 


1916.98 


105 


50 


4137.11 


104 


90 


6753.77 


50 


LI 


1926.66 


119 


51 


4232.61 


83 


91 


7262.42 


112 


12 


2032.48 


54 


52 


4323. 


74 


92 


7267.28 


^ 


13 


2164.83 


2 


53 


4475. 


27 


93 


7391.10 


62 


14 


2190.21 


16 


54 


4511.50 


26 


94 


7474.80 


109 


15 


2237.36 


95 


55 


4561.58 


40 


95 


7637. 


29 


1.6 


2303.76 


56 


56 


4597.22 


67 


96 


8045.06 


106 


n 


2371. 


111 


57 


4677.37 


49 


97 


8321.56 


47 


18 


2376.78 


15 


58 


4728.44 


93 


98 


8622.69 


96 


19 


2505.50 


85 


59 


4956.05 


64 


99 


8640.33 


90 


20 


2575.30 


82 


60 


4^59.33 


58 


loo 


8956.80 


13 


21 


2707.94 


81 


61 


5054 30 


72 


101 


9196.38 


21 


22 


2709.97 


63 


62 


5062.73 


92 


102 


9332. 16 


20 


23 


2740.30 


115 


63 


5068.33 


103 


103 


9687.22 


6 


24 


2746.03 


33 


64 


5134.85 


10 


104 


10227.65 


114 


25 


2797.07 


99 


65 


5231.58 


107 


105 


11478.14 


45 


26 


2915.36 


30 


66 


5316.25 


86 


106 


11494.56 


22 


27 


2949.57 


59 


67 


5318. 


\bi 


107 


12432.14 


117 


28 


2958.58 


60 


68 


5368.38 


87 


108 


13128.75 


] 


29 


2986.80 


34 


69 


5398.50 


80 


109 


1340 L 21 


■> 


30 


3035.33 


100 


70 


5551 22 


34 


110 


13931.22 


4 


31 


3016.93 


78 


71 


5678.62 


w8 


HI 


14216.37 


48 


32 


3095.63 


91 


72 


5756. 


32 


112 


15878.80 


46 


33 


3120.66 


25 


73 


5858.08 


70 


113 


15893.25 


•7 1 


34 


3121.32 


23 


74 


5865.36 


HS 


114 


16227.60 


28 


3,5 


3299. 


75 


75 


5995.35 


8 


115 


20196.66 


52 


30 


3300.62 


18 


76 


6045.61 


5 


116 


21169.37 


12 


37 


3307.20 


73 


77 


6094.33 


36 


117 


21362.57 


94 


38 


3327.(30 


108 


78 


6238.26 


113 








39 


3359.53 


102 


79 


6270.58 


■'y^ 








10 


3412.60 


38 


80 


6285.61 


68 









This table shows the assessed valuation per pupil in average daily 
attendance in the respective districts in 1920-21. A further study of this 
table is found on pagfe 141. 



Buffalo County, Nebraska, School Survey 24; 



TABLE LXIV 

Real Wealth Behind Each Dollar Spent for School Purposes 



1920-1921 

Rank: Prom "Lowest to Highest 



Rank 


Amount 


Dist. 


Rank 


Amount 


Dist. 


Rank 


Amount 


Dist 


1 


51.85 


7 


41 


250.37 


56 


81 


340.29 


70 


2 


89.79 


89 


42 


251.47 


108 


82 


348.21 


71 


•> 


90.71 


41 


43 


252.70 


40 


83 


348.23 


55 


4 


93.45 


69 


44 


253.88 


103 


84 


354.26 


36 


5 


103.6" 


16 


45 


256.80 


100 


35 


354.47 


34 


6 


106.81 


15 


46 


256.94 


90 


86 


359.26 


116 


7 


115.20 


21 


47 


258.70 


58 


87 


359.54 


68 


8 


120.36 


19 


48 


262.04 


112 


SS 


360.04 


101 


9 


120.46 


119 


49 


263.98 


93 


89 


360.35 


64 


10 


127.53 


60 


50 


265.97 


42 


90 


371.38 


38 


11 


128.31 


9 


51 


274.87 


25 


91 


371.43 


35 


12 


131.25 


91 


52 


275.01 


102 


92 


371.78 


12 


13 


134.76 


105 


53 


278.45 


85 


93 


375.02 


44 


14 


143.94 


54 


54 


279.75 


106 


94 


375.80 


13 


15 


146.36 


82 


55 


281.05 


43 


95 


381.50 


80 


16 


158.34 


67 


56 


282.67 


75 


96 


383.37 


88 


n 


160.47 


79 


57 


283.54 


65 


97 


392.78 


17 


18 


161.26 


49 


58 


233.97 


110 


98 


397.36 


39 


19 


167.41 


2 


59 


287.76 


5 


99 


399.60 


31 


20 


178.68 


104 


60 


283.94 


78 


100 


405.86 


32 


21 


178.86 


97 


61 


291.65 


73 


101 


406.97 


66 


22 


181.76 


107 


62 


291.91 


51 


102 


407.02 


113 


23 


188.47 


115 


63 


292.45 


59 


103 


425.17 


117 


24 


208.03 


99 


64 


295.13 


62 


104 


452.27 


45 


25 


212.39 


33 


65 


298.40 


23 


105 


457.49 


46 


26 


212.78 


11 


m 


306.05 


10 


106 


483.58 


29 


27 


216.61 


74 


67 


310.31 


77 


107 


501.06 


6 


28 


218.34 


63 


68 


312.81 


83 


108 


502.11 


47 


29 


223.39 


111 


69 


314.16 


20 


109 


527.04 


96 


30 


224.55 


14 


70 


317.62 


120 


110 


546.12 


28 


31 


224.84 


27 


71 


318.80 


30 


HI 


553.89 


48 


32 


233.35 


72 


72 


323.63 


57 


112 


557.99 


52 


Mi 


236.82 


92 


73 


323.76 


8 


113 


570.71 


114 


34 


237.12 


98 


74 


324.00 


109 


114 


613.39 


24 


35 


237.14 


95 


75 


329. 19 


13 


115 


641.69 


1 


36 


240.26 


81 


76 


329.90 


26 


116 


709.84 


4 


37 


242.66 


61 


77' 


332.58 


50 


117 


747.77 


94 


38 


243.24 


86 


78 


334.56 


84 


118 


753.44 


3 


39 


246.14 


76 


79 


334.99 


22 








40 


249.08 


53 


80 


338.83 


87 









This table shows the real wealth back of each dollar spent for school 
purposes during the year 1920-21. A further study of this table is found 
on page 144. 



144 



Nebraska State Teachers College, Kearney 





(Continuation 


of Summary 


of 


Table LXIIF) 




7 dist's. had less than $1500 ass'd valuation 


per 


pu 


Pil 


in average c 


aily attendance. 


11 " 


it »i 1 1 


2000 tk 


" 


" 






tt tt 


tt tt 


IS • 


(( ({ tt 


2500 " 


" 


kk 




" 


tt 1 1 


1 1 tt 


29 v 


»t (( It 


3000 " 


t. 


tt 




tt 


tt 1 1 


tt tt 


41 " 





35oo " 


1 1 


" 




1 1 


" " 


tt tt 


70 ' 


" more " 


4000 ' ' 


" 


tk 




t . 


1 1 1 1 


1 1 tt 


64 ' 


i» (( u 


4500 " 


1 1 


tt 




1 1 


tt tt 


tt tt 


57 ' 


(( (( u 


5000 " 


" 


1 1 




tt 


tt tt 


tt tt 


48 k 


tl tt It 


55oo " 


" 


tt 




tt 


tt It 


tt tt 


42 ' 


1 tt U tl 


6000 ' ' 


1 1 


" 




" 


1 1 tt 


-tt tt 


2 7 ' 


u it u 


7000 " 


it 


tt 




" 


It tt 


tt 1 1 


22 


tt 1 1 ( ; 


8000 ' ' 


tt 


tt 




1 1 


1 1 1 1 


1 1 tt 


17 ' 


tt tt a 


9000 ' ' 


tt 


" 




tt 


1 1 1 1 


1 1 tt 


14 ' 


tt t; tt 


1 0000 " 


tt 


tt 




1 1 


tt tt 


1 1 1 1 


10 ' 


tt 1 1 tt 


13000 " 


tt 


" 




tt 


tt a 


(1 ti- 


6 


tt tt tt 


15000 " 


1 1 


t . 




tt 


tt 1 1 


lt 1 1 


3 ' 


tt tt tt 


20000 " 


tt 


tt 




tt 


tt tt 


tt 1 1 




Comparative 


Study of A 


ssessed Valuation 


Per Pupil in 


Average 






Daily Attend 


ance 










Assessed Valuation Per 










Number of Districts 




Pupil in Average Daily 










I9I3-20 


1920-21 




Attendance 
















$£000 or 


ess 










1 







1500 " 


1 1 










9 


7 




2000 " 


1 1 










22 


11 




2500 " 


1 1 










37 


18 




3000 " 












54 


29 




350c " 


" 










72 


41 




4000 or more 










3i 


70 




4500 " 












25 


64 




5000 '' 












21 


57 




55oo " 


. t 










18 


48 




6000 " 


1 1 










15 


42 




7000 "' 


14 










11 


27 




8000 " 


1 1 










8 


22 




9000 " 


tt 










6 


17 




-1 0000 " 


t. 










2 


14 




13000 " 


" 










1 


10 




15000 " 


" 













6 




20000 ' ' 


tt 













3 



Summary of Real Wealth Behind Each Dollar Spent for School Purposes 
1920-21. Table LXIV 

The real wealth behind each dollar spent for school purposes was found 
by multiplying th<3 assessed valuation by 5. Table LXIV shows that 
4 dist's. had less than $100 real wealth back of each dollar spent on schools. 



15 


t tt 


150 


23 


t it t 


' 200 


40 " 


t a t 


' 250 


65 


t tt t 


' 300 


83 


t n t 


' 350 


19 


more' 


400 


15 


t tt t 


450 


12 


i t, i 


500 


5 


t Hi 


' fiOO 


3 


t it t 


700 



Buffalo County. JNebraska, School Survey 145 

TABLE LXV 
Amount Spent for Schools Per $1000 Actual Wealth 

1920-1921 

Rank: Prom Lowest to Highest 



Rank 


Amount 


Dist. 


Rank 


Amount 


Dist. 


Rank 


Amount 


Dist 


1 


1.32 


3 


41 


2.98 


84 


81 


4.11 


86 


2 


1.33 


94 


42 


3.00 


50 


82 


4.12 


61 


3 


1.40 


4 


43 


3.03 


18 


83 


4.16 


81 


4 


1.55 


1 


44 


3 03 


26 


84 


4.21 


95 


5 


1.63 


24 


45 


3.08 


8 


85 


4.21 


98 


6 


1.75 


114 


46 


3.08 


109 


86 


4.22 


v)2 


7 


1.79 


52 


47 


3.09 


57 


87 


4.28 


72 


8 


1.83 


28 


48 


3.13 


30 


88 


4.44 


14 


9 


1.85 


48 


49 


3 14 


120 


89 


4.44 


27 


10 


1.89 


96 . 


50 


3.18 


20 


90 


4.47 


111 


11 


1.99 


6 


51 


3.19 


83 


91 


4.58 


63 


12 


1.99 


47 


52 


3.22 


77 


92 


4.61 


74 


13 


2.06 


29 


53 


3.26 


10 


93 


4.69 


11 


14 


2.18 


46 


54 


3 35 


23 


94 


4.70 


33 


15 


2.21 


45 


55 


3.38 


62 


95 


4.80 


99 


16 


2.35 


117 


m 


3.41 


59 


96 


5.30 


115 


17 


2.45 


66 


57 


3.42 


51 


97 


5.50 


107 


18 


2.45 


113 


58 


3.42 


73 


98 


5.59 


97 


19 


2.46 


32 


59 


3.46 


78 


99 


5.59 


104 


20 


2.50 


31 


60 


3.47 


5 


100 


5.97 


■; 


21 


2 51 


39 


61 


3.52 


65 


101 


6.20 


49 


22 


2.53 


17 


62 


3.52 


110 


10? 


6.23 


79 


23 


2.60 


88 


63 


3.53 


75 


103 


6.31 


61 


24 


2.62 


80 


64 


3.55 


43 


104 


6.83 


82 


25 


2.66 


13 


65 


3.57 


106 


105 


6.94 


-V! 


26 


2.66 


44 


66 


3.59 


85 


106 


7.42 


105 


27 


2.68 


12 


67 


3.63 


25 


107 


7.61 


91 


28 


2 69 


35 


68 


3 63 


102 


108 


7.79 


9 


29 


2.69 


38 


69 


3.75 


42 


109 


7.84 


60 


30 


2.77 


64 


70 


3 78 


93 


110 


8.30 


19 


31 


2.77 


101 


71 


3.81 


112 


111 


8.30 


119 


32 


2.78 


68 


72 


3 86 


58 


112 


8.68 


21 


33 


2.78 


116 


73 


3.89 


90 


113 


9.37 


15 


34 


2.82 


34 


74 


3.89 


100 


114 


9.64 


16 


35 


2.82 


36 


75 


3.93 


103 


115 


10.70 


^J 


36 


2.87 


55 


76 


3.95 


40 


116 


11.02 


41 


37 


2.87 


71 


77 


3.97 


108 


117 


11.13 


89 


38 


2.93 


70 


78 


3.99 


56 


118 


19.28 


7 


39 


2.95 


87 


79 


4.01 


53 








40 


2.98 


22 


80 


4.06 


76 









This table shows the amount spent for schools per $1000 actual wealth 
in the respective districts in 1920-21. A further study of this table is 
found on page 146. 



146 



Nebraska State Teachers College, Kearney 



Comparative Study of Real Wealth Back of Each Dollar Spent For School 

Purposes. 

Real Wealth Back of Each Dollar Number of Districts 

Spent for School Purposes. 1913-20 1920-21 

$100 or less 

150 

200 

250 

300 

350 

400 or more 

450 

500 

600 

700 
1100 

Summary of Amount Spent Per $1000 Actual Wealth 1920-1921 

Table LXV 

This table shows the expenditures for school purposes per $1000 real 
wealth in 1920-21 varied in the respective districts as follows: 
78 districts had an expenditure of less than $4.00 p«r $1000. 






4 


7 


15 


22 


23 


39 


40 


64 


65 


83 


83 


20 


19 


12 


15 


9 


12 


5 


5 


4 


3 


1 






60 
41 
19 
12 
3 

28 

23 

22 

18 

13 

9 

6 

4 

1 



more 



3.50 
3.00 
2.50 

2.00 
1.50 
4.50 
5.00 
5.50 
6.00 
7.00 
8.00 
9.00 
10.00 
19.00 



Comparative Study of Amount Spent For School Each Year Per $1000 

Actual Wealth 

Amount Spent 
Per $1000 Actual Wealth 

Less than $4.00 



a 


i.l 


3.50 


u 


" 


3.00 




4 i 


2.50 
2.00 
1.50 
1.00 


ore 


than 


4.50 


(i 


i i 


5.00 


u 
i I 


u 
u 


5.50 
6.00 
7.00 
8.00 
9.00 
10.00 


u 


" 


19.00 



umber of Districts 


1913-20 


1920-21 


79 


78 


61 


60 


41 


41 


20 


19 


9 


12 


5 


3 


1 





29 


28 


22 


23 


16 


22 


14 


18 


7 


13 


6 


9 


3 


6 





4 





1 



Buffalo County, Nebraska, School Survey 147 









TABLE 


LXVI 














Tax Levy for 1920-21 














1920- 


1921 












Rank: Prom Lowest to Highest 






Rank 


Levy 


Dlst. 


Rank 


Levy 


Dist. 


Rank 


Levy 


Dist. 


1 


4. 


4 


41 


15. 


99 


81 


21. 


112 


2 


5. 


77 


42 


15. 


110 


82 


21.5 


38 


3 


5.5 


94 


43 


15. 


116 


83 


22. 


20 


4 


6. 


113 


44 


15 5 


13 


84 


22. 


57 


5 


8. 


26 


45 


16. 


62 


85 


22. 


98 


6 


8. 


114 


46 


16. 


80 


86 


22. 


103 


7 


8.5 


3 


47 


17. 


5 


87 


22.5 


8 


8 


9. 


46 


48 


17. 


22 


88 


24.5 


24 


9 


9. 


48 


49 


17. 


36 


89 


25. 


27 


10 


9. 


64 


50 


17. 


74 


90 


25. 


92 


11 


9.5 


6 


51 


17. 


90 


91 


26. 


56 


12 


10. 


25 


52 


17. 


101 


92 


26. 


63 


13 


10. 


96 


53 


17.5 


120 


93 


26. 


97 


14 


10.5 


47 


54 


18. 


39 


94 


26.5 


11 


15 


11. 


1 


55 


18. 


43 


95 


27. 


115 


16 


11. 


10 


56 


18. 


61 


96 


27. 


81 


n 


11. 


55 


57 


13. 


76 


97 


28. 


60 


18 


11. 


72 


58 


18. 


78 


98 


28. 


79 


19 


12. 


28 


59 


18. 


108 


99 


28.3 


14 


20 


12. 


50 


60 


18.5 


33 


100 


31. 


93 


21 


12. 


m 


61 


19. 


58 


101 


33. 


82 


22 


12. 


75 


62 


19. 


83 


10? 


33. 


107 


23 


12. 


102 


63 


Iv4. 


84 


103 


34. 


49 


24 


12.5 


12 


64 


19. 


85 


104 


35. 


89 


25 


13. 


35 


65 


19. 


88 


105 


35. 


119 


26 


13. 


44 


66 


19. 


95 


106 


37. 


54 


27 


13. 


68 


67 


19. 


104 


107 


38.5 


2 


28 


13. 


70 


68, 


20. 


30 


108 


41. 


41 


29 


13. 


73 


69 


20. 


40 


109 


42. 


9 


30 


13. 


45 


70 


20. 


52 


110 


43. 


67 


31 


14. 


23 


71 


20. 


59 


111 


45. 


15 


32 


14. 


32 


72 


20. 


65 


112 


45. 


16 


33 


14. 


109 


73 


20. 


86 


113 


45. 


91 


34 


14. 


117 


74 


21. 


21 


114 


45. 


111 


35 


15. 


17 


75 


21. 


42 


115 


48. 


19 


36 


15. 


18 


76 


21. 


51 


116 


50. 


105 


37 


15. 


29 


77 


21. 


53 


117 


60. 


69 


38 


15. 


31 


78 


21. 


71 


118 


70. 


7 


39 


15. 


34 


79 


21. 


100 








40 


15. 


87 


80 


21. 


106 









This table shows the tax levy in the respective districts for the 
school year 1920-21. A more complete study of this table is found on 
page 148. 



10 " 


" 14.9 


15 " 


" 19.9 


20 " 


" 24.9 


25 " 


k ' 29.9 


30 ^ 


" 34.9 


35 " 


" 39.9 


40 l ' 


"44.9 


45 - L 


" 49.9 


50 kt 


" 70. 



14* Nebraska State Teachers College, Kearney 



Summary of Tax Levy, 1920-1921 Table LXVI 

This table shows that in 1920-21 the Tax Levy ranged from 4 mills to 
70 mills. It further shows that the Tax Levy varied in the respective dis- 
tricts as follows; 

The tax levy in 1 district was 4 mills. 

The tax levy in 10 districts ranged from 5 mills to 9.9 mills 

' * "' 23 

" " " 33 " " 

" ,w " " 21 " 
" " " 11 

wt u i< u 4 It tc 

(i It U 4 u u 

" " " 3 

" " " 5 " 

a a u "3 " " 

Comparative Study of The Tax Levy 

Tax Levj' Number of Districts 

1913-20 1920-21 

4 mills 

From 5 " to 9.9 mills 
« 10 u u 14 9 « 

" 15 " " 19.9 " 
" 20 " " 24.9 " 
u 25 u .< 29.9 - 
" 30 i-. « 34^9 " 
" 35 " " 39.9 " 
" 40 " k ' 44.9 ct 
" 45 " " 49.9 " 
ct 50 " " 70. 
The above summary shows that in 1920-21, one district exerted itself 
more than 17 times as much to maintain good schools as did another dis- 
trict. A careful study of the tables and summaries setting- forth the ex- 
penditures made during the year 1920-21 shows that the same conclusions 
which were made from a study of the period 1913-20 inclusive hold good 
for the school year 1920-21. These tables and summaries especially show 
that in many many instances districts having most ability do least to pro- 
vide educational opportunities, whereas many districts having least ability 
do most to offer educational opportunities. The last summary above em- 
phasizes the fact that rural districts taken as a whole are the worst offend- 
ers with regard to low taxes, whereas city districts taken as a whole have 
the highest taxes 

In our study of Tax Levy for the period 1913-20 inclusive, it was 
pointed out that a uniform county tax levy of 24.H mills would have raised 
the same amount of money as was raised by the different tax levies range- 
ing in the different districts from 5.8 mills to 44.7 mills. The following 
comparison gives further proof of the justice of supporting the public 
schools by a county tax instead of a district tax. 

Lowest tax levy in any district 1920-21 4. mills 
Highest " " " " " 70. 

Median " " " " " 18.25 " 

Uniform county tax levy that would have raised 

the same amount of money 33.4 " 

However, as was pointed out, a still more equitable method of taxation 
is on the basis of a state wide tax in order that all the wealth of the state 
may equally support the education of all the children. 






1 


7 


10 


44 


23 


33 


33 


15 


21 


7 


11 


7 


4 


2 


4 


3 


3 





5 





3 



Buffalo County, Nebraska, School Survey 149 

TABLE LXVII 

Cash on Hand at End of School Year 
1920-1921 

Rank: Prom Lowest to Highest 



Rank 


Amount 


Dist. 


Rank 


Amount 


Dist. 


Rank 


Amount 


Dist 


1 





6 


41 


28.21 


46 


81 


108.79 


3 


2 





18 


42 


29.38 


116 


82 


117.80 


23 


3 





28 


43 


32.02 


63 


83 


120.41 


42 


4 





30 


44 


32.87 


34 


84 


136.60 


115 


5 





55 


45 


35.80 


56 


85 


140.68 


97 


6 





57 


46 


35.82 


17 


86 


145.71 


86 


7 





67 


47 


35.83 


14 


87 


147.27 


103 


8 





71 


4S . 


37.19 


27 


88 


150.66 


91 


9 





78 


49 


39.59 


82 


89 


167. 


107 


10 





87 


50 


39.94 


119 


90 


171.69 


95 


11 





89 


51 


40.68 


1 


91 


173.73 


11 


12 





93 


52 


43.19 


52 


92 


180.10 


5 


13 





104 


53 


47.15 


15 


93 


186.59 


58 


14 





108 


54 


4 7.15 


100 


94 


189.80 


43 


15 





112 


55 


47.73 


117 


95 


197.06 


48 


16 


.07 


8 


'id 


48.49 


114 


96 


206.53 


77 


17 


.71 


111 


57 


49.63 


74 


97 


224.20 


19 


18 


.95 - 


33 


58 


49.87 


98 


98 


232.40 


99 


19 


3.21 


88 


59 


51.62 


39 


99 


255.76 


64 


20 


4.24 


31 


60 


55.53 


62 


100 


274.73 


65 


21 


4.64 


96 


61 


56.95 


75 


101 


327.70 


51 


22 


5.45 


m 


62 


63.17 


72 


102 


359. 13 


61 


23 


7.82 


79 


63 


64. 15 


81 


103 


360.54 


12 


24 


7.89 


22 


64 


65.29 


35 


104 


432.89 


102 


25 


8.23 


25 


65 


66.25 


76 


105 


459.71 


47 


26 


8.23 


70 


66 


69.49 


2 


106 


460.16 


109 


27 


8.47 


106 


67 


69.86 


(>8 


107 


550.29 


83 


28 


8.50 


9 


68 


75.47 


26 


1-08 


553.96 


84 


29 


9.51 


101 


69 


75.82 


16 


109 


574.07 


45 


30 


10.23 


38 


70 


76.82 


49 


110 


597.24 


13 


31 


10.40 


50 


71 


77.18 


10 


111 


607.78 


92 


32 


13.25 


32 


72 


78.34 


91 


112 


676.61 


21 


33 


13.7':) 


120 


73 


8L.40 


41 


113 


714.65 


60 


34 


14.22 


4 


74 


86.02 


36 


114 


903.93 


105 


35 


16.33 


113 


75 


86.26 


20 


115 


933.20 


41 


36 


17.03 


85 


76 


92.54 


73 


1L6 


1183.23 


54 


37 


18.02 


110 


77 


19L.43 


40 


117 


1347. 


24 


38 


21.25 


90 


78 


104.91 


53 


118 


55358.38 


1 


39 


27.04 


59 


79 


105. 


69 








40 


27.89 


80 


80 


105.95 


29 









This table shows the amount of cash on hand at the end of the school 
year 1920-21. A further study of this table is found on page 150. 



loo Nebraska State Teachers College, Kearney 



Cash on Hand at End of School Year, 1920-21 Tabl© LXVII 

A study of this table shows that the amount on hand in the respective 
districts at the end of the school year varied as follows: 
SI districts had less than $lf)() on hand. 



76 
58 
38 
29 

•21 



100 
50 
25 

10 



o 

15 " no money on hand 

23 "• more than 200 " " 

18 districts had more than $300 on hand. 
12 " ki " " 550 " 

5 " ,k il " 900 - k 

2 " 1300 " 

1 '• 55000 •' 

The above summary sets forth one of the biggest weaknesses in the 
method of conducting the finances of the respective school districts. In- 
stead of levying a tax adequate to meet all the expenses of the districts as 
they come due, almost all districts levy a tax lower than they really need. 
The results are (1) that teachers and other creditors must frequently take 
warrants which can be disposed of only at a discount and (2) that districts 
issuing these warrants spend relatively large sums of money each year in 
paying interest on these warrants. Hence, as was pointed out in the 
study of Money Spent for Other Purposes in 1920-21 many districts are tak- 
ing school money that should be devoted to the education of the children 
and with it are lining the coffers of the financiers at the expense of the 
future men and women of America. 

The Remedy 
Even though no change is made in the present system of school organ - 
ization, the only sound business policy for every school district to adopt is 
to levy a sufficient tax each year to enable it to pay all expenses in cash. 
This will not only make it possible to use all school money for educating 
the children but it will also make it possible for the teacher actually to 
receive the monthly salary that her contract calls for. 

Summary of School Taxes Voted For The School Year, 1921-22 
TABLE LXVIII, (on the following page) 
This table shows the amount voted for school purposes for the year 
1921-1922 by the respective districts of the county. This table shows that 
99 schools voted less than $3000 
97 " " " '" 2500 

£9 " " " il 2000 

77 " " " " 1500 

29 " ,w " " 1000 

7 " " " " 75o 

5 ,k k> "' 700 

1 " " " " 600 

19 " " more " 3000 

7 " " " " 7500 

5 *' " " " 14000 

1 " " " •' 1 17500 



Buffalo County, Nebraska, School Survey 151 



TABLE LXVIII 

Amount of School Taxes Voted in Dollars for Next Year 

19211922 

Rank: Prom Lowest to Highest 



Rant 


i Amount 


Dist. 


Rank 


Amount 


Dist. 


Rank 


Amount 


Dist 


1 


400. 


102 


41 


1000. 


115 


81 


1500. 


38 


1 


600. 


24 


42 


1000. 


116 


8z 


1500. 


62 


3 


600. 


26 


43 


1000. 


117 


83 


1500. 


68 


4 


600. 


83 


44 


1100. 


49 


84 


1500. 


88 


f> 


650. 


46 


45 


1100. 


85 


85 


1500. 


92 


6 


700. 


80 


46 


1100. 


109 


86 


1500. 


93 


7 


700. 


84 


47 


1125. 


52 


87 


1600. 


67 


8 


750. 


61 


48 


1150. 


112 


m 


1700. 


82 


9 


792. 


71 


49 


1175. 


120 


89 


1800. 


13 


10 


800. 


1 


50 


1200. 


17 


90 


2000. 


33 


11 


800. 


35 


51 


1200. 


25 


91 


2000. 


36 


12 


800. 


42 


52 


1200. 


31 


92 


2000. 


110 


13 


800. 


45 


53 


1200. 


34 


93 


2100. 


23 


14 


800. 


95 


54 


1200. 


39 


94 


2200. 


5 


15 


808. 


79 


55 


1200. 


51 


95 


2256. 


21 


16 


847. 


100 


56 


1200. 


57 


96 


2261. 


8 


17 


850. 


50 


57 


1200. 


58 


97 


2400. 


63 


18 


850. 


64 


58 


1200. 


66 


98 


2500. 


18 


19 


350. 


72 


59 


1200. 


71 


99 


2700. 


106 


20 


900. 


27 


60 


1200. 


94 


100 


3000. 


101 


21 


900. 


76 


61 


1200. 


96 


101 


3054. 


11 


22 


900. 


77 


62 


1216. 


20 


102 


3200. 


16 


23 


900. 


86 


63 


1216. 


32 


103 


3296. 


47 


24 


900. 


103 


64 


1225. 


4 


104 


3324. 


22 


25 


900. 


108 


65 


1250. 


10 


105 


3762. 


60 


26 


908. 


78 


66 


1266. 


70 


106 


3840. 


14 


27 


912. 


90 


67 


1266. 


114 


107 


4994. 


12 


28 


925. 


89 


68 


1270. 


111 


108 


5000. 


41 


29 


950. 


65 


09 


1300. 


55 


109 


5000. 


91 


30 


1000. 


6 


70 


1300. 


97 


110 


5000. 


119 


31 


1000. 


40 


71 


1350. 


75 


111 


6000. 


15 


32 


1000. 


43 


72 


1400. 


3 


112 


8148. 


105 


33 


1000. 


44 


73 


1400. 


53 


113 


8200. 


54 


34 


1000. 


48 


74 


1400. 


87 


114 


14006. 


9 


35 


1000. 


58 


75 


1400. 


107 


115 


20000. 


2 


36 


1000. 


59 


76 


1400. 


113 


116 


25000. 


19 


37 


1000. 


73 


77 


1416. 


81 


117 


28000. 


69 


38 


1000. 


98 


78 


1500. 


28 


118 


117900. 


7 


39 


1000. 


99 


79 


1500. 


29 








40 


1000. 


104 


104 


1500. 


30 









This table shows the amount voted by the respective districts for all 
school purposes for the coming - year. A further study of this table is 
found on page 150. 



920-21 


1921-2; 


103 


99 


IOO 


97 


97 


89 


89 


77 


47 


29 


8 


7 


4 


5 


3 


1 


15 


19 


6 


7 


5 


5 


4 


5 


I 


1 


I 






159 Nebraska state Teachers college, Kearney 



Comparative Study of Total Cost of Schools 1920-1921 and of Money 
Voted for School Purposes for 1921-1922 

Number of Districts 

Money spent or voted for school purposes. 

L-ess than $3000 

" 2500 

2000 

1500 

1000 

" 75o 

'' 700 

600 

more than 3000 

" 75oo 

"$10000 

*' 14000 

" "II7500 

" "185000 

This table, plus the state apportionment shows about what each dis- 
trict expects to spend for its schools during the school year 1921-22. If 
each district succeeds in raising the amount of money for school purposes 
that it has voted it will have available for school purposes this sum plus 
the amount on hand at the close of the school year 1920-21 plus the state 
apportionment. However, a study of the amount on hand at the close of 
the school year in the respective districts during the last nine years shows 
that about the same amount of money is on hand at the close of each school 
year. Hence, taking the county as a whole, it is likely that, excluding 
the state apportionment, Table LXVIII shows the amount of money that 
will be spent for the schools of Buffalo County during the year 1920-2 L 
The state apportionment, however, furnishes but a relatively small portion 
of the cost of maintaining school in the respective districts. 

It was pointed out in the comparative study of the cost of the schools 
for the nine years 1913-1920 inclusive, that measured in terms of costs, 
relatively little or no improvement had been made in the schools of the 
county during these nine years. The part of the study immediately pre- 
ceding shows that, taking the county as a whole, little or no improve- 
ment is contemplated in the schools during the coming year. 

Results 

Thus far in our study we have made a survey of the efficiency of the 
schools of Buffalo County in terms of the total money expended upon them 
and the money that could have been saved if the schools had been conducted 
on the business principle of competing every enrolled pupil to attend 
every day school was in session. Were we to go no further in our study 
we should fail to bring out the biggest shortcoming of the present rural 
schools. The purpose of the school is to give ail persons of school age 
the minimum education that citizens of a great democracy need to be the 
most efficient members of society. It has been pointed out that the 
purpose of education is fourfold: '" First, to secure and maintain perfect 
health; second, to give the individual ability to do his work better; third, 
to make the individual a more effective citizen: and. fourth, to teach the 
individual the most wholesome use of leisure time". 



Buffalo County. Mebraska, School Survey 



1 58 



TABLE LXIX 
Total Eighth Grade Graduates for Eight Years 

1913-1920 







Rank: Prom 


Lowest 


to Highest 






Rank 


Graduates 


Dist. 


Rank 


Graduates 


Dist. 


Rank 


Graduates 


Dist 


1 





42 


41 


5 


Ill 


81 


13 


29 


2 





98 


42 


6 


4 


82 


13 


77 


3 


1 


58 


43 


6 


44 


83 


13 


91 


4 


1 


89 


44 


6 


45 


84 


13 


96 


5 


1 


102 


45 


6 


56 


85 


13 


113 


6 


2 


27 


46 


6 


70 


86 


14 


8 


7 


2 


31 


47 


6 


87 


87 


14 


35 


8 


2 


33 


48 


6 


95 


88 


14 


47 


9 


2 


49 


49 


6 


97 


89 


15 


17 


10 


2 


53 


50 


6 


103 


90 


15 


62 


11 


2 


59 


51 


7 


38 


91 


16 


23 


12 


2 


65 


52 


7 


66 


92 


16 


36 


13 


2 


107 


53 


8 


30 


93 


16 


46 


14 


2 


116 


54 


8 


32 


94 


17 


63 


15 


2 


117 : 


55 


8 


48 


95 


17 


82 


16 


3 


79 


56 


8 


68 


96 


18 


24 


17 


3 


85 


57 


8 


114 


97 


19 


109 


18 


3 


100 


58 


9 


10 


98 


20 


5 


19 


3 


108 


59 


9 


57 


99 


20 


13 


20 


3 


112 


60 


9 


67 


100 


20 


83 


21 


4 


55 


61 


9 


75 


101 


22 


16 


22 


4 


73 


62 


9 


76 


10? 


23 


21 


23 


4 


93 


63 


9 


84 


103 


25 


12 


24 


4 


99 


64 


9 


90 


104 


26 


101 


25 


4 


106 


65 


10 


14 


105 


27 


3 


26 


4 


115 


66 


10 


20 


106 


27 


41 


27 


5 


28 


67 


10 


52 


107 


27 


60 


28 


5 


34 


68 


10 


74 


108 


28 


11 


29 


5 


39 


69 


10 


81 


109 


29 


15 


30 


5 


50 


70 


10 


88 


110 


31 


22 


31 


5 


51 


71 


11 


6 


11] 


39 


105 


32 


5 


61 


72 


11 


18 


112 


49 


119 


33 


5 


71 


73 


11 


25 


113 


51 


54 


34 


5 


78 


74 


11 


43 








35 


5 


80 


75 


11 


72 








36 


5 


m 


76 


11 


120 








37 


5 


92 


77 


12 


40 








38 


5 


94 


78 


12 


64 








39 


5 


104 


79 


13 


1 








40 


5 


110 


80 


13 


26 









This table shows the number of eighth grade graduates for the 
eight years 1913-20, inclusive, in the respective districts. A further study 
of this table is found on page 154. 



154 



Nebraska State Teachers College, Kearney 



Facts have already been submitted proving* that the schools as now 
conducted have failed in teaching people how to secure and maintain good 
general health. The only other results produced by the schools that 
can be measured are the number of pupils in the respective districts who 
graduated from the eight grade. These criteria of efficiency of the schools 
are recognized by educational authorities as being altogether too low, 
yet, even measured by these low criteria, the results of the rural schools 
are most unsatisfactory. 

Summary of Total Number of Eighth Grade Graduates for The Period 
1913-1920. Table LXIX.* 

This table shows that the total number of graduates in the respective 
rural schools of the county during the eight years, 1913-20 inclusive, was 
as follows: 

2 districts did not graduate a single pupil in 8 years. 



3 districts 


g 


ad 


uated 


1 


pupil e 


ich in 8 years 


10 






i i 


2 


" 


(4 £ < U i i 


5 






a 


3 


i . 


" " " " 


6 






" 


4 


a 


» . U .. ( t 


15 






" 


5 


a 


" " " " 


9 






a 


6 


i ( 


(( ii .1 tl 


2 






a 


7 


a 


' " " " 


5 






a 


8 


a 


i a it a 


33 






u 


from 9 


to 15 pu 


pils each in 8 years. 


20 






.. 


44 16 


■ l 32 


U .t i . t. Cl 


3 






f c 


" 39 


" 51 


u .. a it a 



Median number of graduates in all rural schools in 8 years was 9 pupiis. 



Summary of Number of Eighth Grade Graduates Each Year for The Period 

1913-1920 Inclusive 

TABLE LXX. 
Another way of showing the very poor results produced in terms of 
eighth grade graduates b} r the respective rural schools of the county in the 
last eight years is shown by a study of Table LXX. This table show* 
that 52 schools each graduated fewer than 1 pupil each year. 
90 



102 
110 
111 
All 



* Reports of eiarhth grade graduates from city schools were not available. 



Buffalo County, Nebraska, School Survey 156 

TABLE LXX 

Eighth Grade Graduates — Average Each Year for Eight Years 
1913-1920 

Rank: From L»owest to Highest 



Rank 


Grad. 


Dist. 


Rank 


Grad. 


Dist. 


Rank 


Grad. 


Dist. 


1 


0. 


42 


41 


.63 


Ill 


81 


1.63 


29 


2 


0. 


98 


42 


.75 


4 


82 


1.63 


77 


3 


.13 


53 


43 


.75 


44 


83 


1.63 


91 


4 


.13 


89 


44 


.75 


45 


84 


1.63 


96 


5 


.13 


102 


45 


.75 


56 


85 


1.63 


113 


6 


.25 


27 


46 


.75 


70 


86 


1.75 


8 


7 


.25 


31 


47 


.75 


87 


87 


1.75 


35 


8 


.25 


33 


48 


.75 


95 


88 


1.75 


47 


9 


.25 


4H 


49 


.75 


97 


89 


1.88 


17 


10 


.25 


53 


50 


.75 


103 


90 


1.88 


62 


11 


.25 


59 


51 


.88 


38 


91 


2. 


23 


12 


.25 


65 


52 


.88 


66 


92 


2. 


36 


13 


.25 


107 


53 


1. 


30 


93 


2 


46 


14 


.25 


116 


54 


L 


32 


94 


2.13 


63 


15 


.25 


117 


55 


1. 


48 


95 


2.13 


82 


16 


.38 


79 


- 56 


1. 


68 


96 


2.25 


24 


n 


.38 


85 


57 


1. 


114 


97 


2.38 


109 


18 


.38 


100 


58 


1.13 


10 


98 


2.5 


5 


19 


.38 


108 


59 


1.13 


57 


99 


2.5 


13 


20 


.38 


112 


60 


1.13 


67 


100 


2.5 


83 


21 


.5 


55 


61 


1.13 


75 


101 


2.75 


16 


•)•) 


.5 


73 


62 


1.13 


76 


102 


2.88 


21 


23 


.5 


93 


63 


1.13 


84 


103 


3.13 


12 


24 


.5 


99 


64 


1.13 


90 


104 


3.25 


101 


25 


.5 


106 


65 


1.25 


L4 


105 


3.38 


3 


26 


r 
.o 


115 


m 


1.25 


20 


106 


3.38 


41 


27 


.63 


28 


67 


1.25 


52 


107 


3.38 


60 


28 


.63 


34 


68 


1.25 


74 


108 


3.5 


11 


29 


.63 


39 


69 


1.25 


81 


109 


3.63 


15 


30 


m 


50 


70 


1.25 


88 


110 


3.88 


22 


31 


.63 


51 


71 


1.38 


6 


111 


4.88 


105 


32 


.63 


61 


72 


1.38 


18 


112 


6.13 


119 


33 


.63 


71 


73 


1.38 


25 


113 


6.38 


54 


34 


.63 


78 


74 


1.38 


43 








35 


.63 


80 


75 


1.38 


72 








36 


.63 


86 


76 


1.38 


120 








37 


.63 


92 


77 


1.5 


40 








38 


.63 


94 


78 . 


1.5 


64 








39 


.63 


104 


79 


1.63 


1 








40 


.63 


110 


80 


1.63 


26 









This table shows the average number of eighth grade graduates each 
year during- the period 1913-20. A further study of this table is found on 
pag'e 154. 



t56 Nebraska State Teachers College, Kearney 

TABLE LXXI 

Number of pupils in each district who should have graduated in eight year!-; number in each 
district who did graduate; and number in each district who did not graduate, 1913-1920. 
DIST. PUPILSTHATSHOULD PUPILS THAT PUPILS THAT DID DIST. Pupils That Should PUPILSTHAT PUPILSTHATDID 
HAVE GRADUATED DIDGRADUATE NOTGRADUATE HAVE GRADUATED DID GRADUATE NOTGRADUATE 



] 


11 


13 





61 


14 


5 


9 


2 








62 


23 


15 


8 


3 


29 


27 


2 


63 


33 


17 


16 


4 


14 


6 


8 


64 


25 


12 


13 


5 


28 


20 


8 


65 


14 


2 


12 


6 


14 


11 


3 


66 


36 


7 


29 


t 








67 


26 


9 


17 


8 


35 


14 


21 


68 


29 


8 


21 


9 








69 








10 


22 


9 


13 


70 


14 


6 


8 


11 


46 


28 


18 


71 


15 


5 


10 


12 


46 


25 


21 


72 


21 


11 


10 


13 


46 


20 


26 


73 


12 


4 


8 


14 


19 


10 


9 


74 


16 


10 


6 


15 


57 


29 


28 


75 


15 


9 


6 


16 


27 


22 


5 


76 


31 


9 


22 


n 


24 


15 


9 


77 


27 


13 


14 


18 


22 


11 


11 


78 


26 


5 


21 


19 








79 


24 


3 


21 


20 


16 


10 


6 


80 


21 


5 


16 


21 


17 


23 





81 


20 


10 


10 


22 


42 


31 


11 


82 


33 


17 


16 


23 


35 


16 


19 


83 


32 


20 


12 


24 


38 


18 


20 


81 


22 


9 


13 


25 


20 


11 


9 


85 


28 


3 


25 


26 


36 


13 


23 


86 


7 


5 


2 


27 


15 


o 


13 


87 


25 


6 


19 


28 


11 


5 


6 


88 


16 


10 


6 


29 


19 


13 


6 


89 . 


10 


1 


9 


30 


20 


8 


12 


90 


23 


9 


14 


31 


18 


2 


16 


91 


37 


13 


24 


32 


29 


8 


21 


92 


23 


5 


18 


33 


13 


2 


11 


93 


11 


4 


7 


34 


32 


5 


27 


94 


22 


5 


17 


35 


23 


14 


9 


95 


13 


6 


*j 


36 


28 


16 


12 


96 


24 


13 


11 


31 








97 


23 


6 


17 


38 


20 


7 


13 


98 


9 





9 


39 


17 


5 


12 


99 


19 


4 


15 


40 


22 


12 


10 


100 


20 


3 


17 


41 


19 


27 





101 


17 


26 





42 


17 





17 


102 


12 


1 


11 


43 


28 


11 


17 


103 


14 


6 


8 


44 


21 


6 


15 


104 


11 


5 


6 


45 


25 


6 


19 


105 


88 


39 


49 


46 


29 


16 


13 


106 


16 


4 


12 


47 


29 


14 


15 


107 


6 


2 


4 


48 


16 


8 


8 


108 


9 


3 


6 


49 


20 


2 


18 


109 


28 


19 


9 


50 


23 


5 


18 


110 


10 


5 


5 


51 


11 


5 


6 


111 


12 


5 


7 


52 


24 


10 


14 


112 


15 


3 


12 


53 


6 


2 


4 


113 


23 


13 


10 


54 


109 


51 


58 


114 


23 


8 


15 


55 


33 


4 


29 


115 


18 


4 


14 


56 


25 


6 


19 


116 


19 


2 


17 


57 


33 


9 


24 


117 


4 


2 


2 


58 


5 


1 


4 


118 








59 


29 


2 


27 


119 


73 


49 


24 


60 


59 


27 


32 


120 


22 


11 


11 



Buffalo County, Nebraska, School Survey 



157 



Summary of Fable LXXI 

The work of the elementary school is so planned that the average pu- 
pil is expected to do the work of the 8 grades in 8 years. Hence, the 
average enrollment in any school for 8 years should be the number of 
graduates that the school should graduate in 8 years. Table LXXI shows 
on this basis the number of pupils that should have graduated, the pupils 
that did graduate, and the number of pupils that did not graduate in the 
respective districts of the county. 



Summary of The Number of Eighth Grade Graduates for The School Year 
1920-1921 TABLE LXXII 

This table shows that during the school year 1920-21 
=>0 districts did not graduate a single pupil. 



24 g 


raduated I pu] 


13 


2 ' 


8 


3 


7 


4 ' 


2 


5 ' 


2 " 


6 ' 


3 " 


" 7 ' ' 


4 " 


from 



to 12 pupils each. 
Median number of graduates from all rural schools, 1 pupil. 



Comparative Study of Eighth Grade Graduates 



Number of eighth 
grade graduates 

Fewer than i 

" 2 

" 3 

4 

" 5 

" 6 

" 7 
" 8 



Number of districts. 


1913-20 




1920-2 


Average each 


year. 




5 2 




SO 


90 




74 


102 




87 


no 




95 


1 1 1 




102 


in 




104 


113 




106 


113 




109 



The preceding comparative study of eighth grade graduates shows that 
there is little or no improvement in the results produced by the rural 
schools as measured by the graduates from the eighth grade. 



/ w 



Nebraska State Teachers College, Kearney 



TABLE LXXII 
Number of Eighth Grade Graduates For The School Year 1 920-2 I 

1913 1920 







Rank: From 


Lowest 


to Highest 






Rank 


Graduates 


Dist. Rank Graduates 


Dist. 


Rank 


Graduates 


Dist 


1 





1 1 





100 


3 


2 


56 


» 





3 





102 


u 


2 


73 


it 





4 





104 


a 


2 


78 


(< 





6 





107 


a 


2 


94 


i i 





10 





111 


" 


2 


96 


" 





24 





112 


" 


2 


109 


(C 





25 " 





113 


" 


2 


115 


u 





28 





116 


4 


3 


8 


(( 





30 





117 


.. 


3 


18 


C( 





31 





120 


i i 


3 


38 


« 





34 2 




17 


" 


3 


47 


i. 





35 




21 


" 


3 


71 


a 





39 




27 


a 


3 


93 


a 





42 




29 


u 


3 


95 


u 





44 




32 


a 


3 


105 


ti 





45 




36 


5 


4 


13 


a 





46 




40 


u 


4 


14 


a 





48 




43 


" 


4 


23 


a 





50 




49 


I i 


4 


26 


a 





52 




55 


u 


4 


67 


u 





57 




59 


" 


4 


108 


'.' 





58 




64 


i I 


4 


110 


k 





61 




65 


6 


5 


16 


" 





62 




74 


a 


5 


75 


c« 





63 




76 


7 


6 


101 


u 





66 




79 


u 


6 


119 


t< 





68 




81 


8 


7 


5 


t< 





70 




82 


" 


7 


41 


(( 





72 " 




83 


t V 


7 


87 


u 





77 




84 


9 


8 


12 


{ i 





80 " 




97 


10 


10 


54 


u 





85 




103 


11 


11 


15 


u 





86 




106 


12 


12 


60 


u 





88 




114 








i( 





89 3 


2 


11 








u 





90 


2 


20 








t< 





91 


2 


22 








4 I 


1) 


92 


2 


33 








(< 





98 


2 


51 








u 





99 


2 


53 









This table shows the number of eighth grade graduates in the re- 
spective districts for the school term 1920-21. A further study of this table 
i* found on pa^t 157. 



Buffalo County. INebiiaska, School Survey 159 

TABLE LXXIII 

1921 -1922 

DIST, PUPILS THAT SHOULD PUPILS THAT PUPILSTHATDID DIST, PUPILS THAT SHOULD PUPILS THAT PUPILS THATDIO 
HAVE GRADUATED DIDGRADUATE NOTGRADUATE HAVE GRADUATED DID GRADUATE NOT GRADUATE 



] 


1 





1 


61 


2 





2 


2 








62 


2 





2 


3 


6 





6 


63 


6 





6 


4 


1 





1 


64 


2 


1 


1 


5 


8 


7 


1 


65 


1 


1 





6 


4 





4 


66 











7 








67 


6 


4 


2 


8 


6 


3 


3 


68 











9 








69 








10 


2 





2 


70 


2 





2 


LI 


2 


2 





71 


3 


3 





12 


14 


8 


6 


72 











13 


13 


4 


9 


73 


3 


2 


J 


14 


5 


4 


I 


74 


1 


1 





15 


18 


11 


7 


75 


5 


5 





16 


11 


5 


6 


76 


2 


1 


1 


17 


1 


L 





77 


1 





1 


18 


10 


3 


7 


78 


3 


2 


1 


19 








79 


1 


1 





20 


2 


2 





80 


2 





2 


21 


2 


1 


1 


81 


2 


1 


1 


22 


2 


2 





82 


2 


1 


1 


23 


6 


4 


2 


83 


3 


1 


2 


24 





0' 





81 


1 


1 





25 


3 





3 


85 


2 





2 


26 


4 


4 





86 











27 


1 


1 





87 


8 


7 


1 


28 











88 


3 





3 


29 


2 


1 


1 


89 











30 


3 





3 


90 











31 


2 





2 


91 











32 


5 


1 


4 


92 











33 


8 


2 


6 


93 


3 


3 





34 


2 





2 


94 


2 


2 





35 


4 





4 


95 


8 


3 


5 


36 


5 


1 


4 


96 


3 


2 


1 


37 








97 


12 


1 


11 


38 


5 


3 


2 


98 











39 











99 











40 


1 


1 





100 











41 


8 


7 


1 


101 


6 


6 





42 


4 





4 


102 


1 





1 


43 


1 


1 





103 


1 


1 





44 











104 


3 





3 


45 


1 





1 


105 


12 


3 


9 


46 


1 





1 


106 


3 


1 


2 


47 


3 


3 





107 











48 











108 


7 


4 


3 


49 


1 


1 





109 


4 


2 


2 


50 


1 





1 


110 


6 


4 


2 


51 


2 


2 





HI 











52 











112 











53 


4 


2 


2 


113 


2 





2 


54 


23 


10 


13 


114 


3 


1 


2 


55 


3 


1 


2 


115 


2 


2 





56 


6 


2 


4 


116 











57 











117 











58 


2 





2 


118 








59 


3 


1 


2 


119 


12 


6 


6 


60 


15 


12 


3 


120 












Nebraska State Teachers College, Kearney 



Summary of The Record of Eighth Grade Pupils 1920-21. TABLE LXX1II 

This table shows the number of pupils in the eighth grade in the 
respective rural districts of the county, the number of eighth grade grad- 
uates of each district, and the number of eighth grade pupils in each dis- 
trict who failed to graduate 

Total number of eighth grade pupils in all the rural districts 390 

" '" graduates in all the" " 186 

Total of eighth grade pupils in all the rural districts who failed to 

graduate 204 

Per cent eighth grade pupils in all the rural districts who graduated 47.1 
" " " " " " all the rural districts who failed to 

graduate. 52.3 



Summary of TABLE LXXIV 

It has been previously pointed out that one of the biggest wastes in 
money that comes as the result of our present system of school administra- 
tion is that which results from not having every pupil enrolled attend 
school every day school is in session. In this place will be shown the loss 
that the pupils suffer as a result of this policy of school administration. 

The work of the elementary school course is so planned that it will 
take an average pupil 8 years of ISO days each to complete the course. Ta- 
ble LXXIV shows the time required on this basis by the average pupil to 
complete the work of the first eight grades if he attended the average 
time each pupil enrolled attended in the respective districts each year dur- 
ing the period 1913-20. 

This table shows that the time required by the average pupil to 
complete the work of the first eight grades on this basis in the rural 
districts is as follows: 

In all districts it would take more than 9 years 
" 116 " " " " " " 10 " 
"106 " " " " il " 11 " 
" 81 " " " " " " 12 - 
" 62 " " " " - " 13 " 

.. 44 << u u u u u u ;< 

" 30 " " " " " " 15 " 
" 13 " " " " " " 10 " 

(( a » " " a a " iq i< 

" 2 " " " " " " 20 " 
" 1 " " " " " " 30 " 



Buffalo County, Nebraska, School Survey mi 



TABLE LXXIV 

The time required by an average pupil in the respective districts to co m 
plete the work of the first eight grades if he attended the average time 
each pupil enrolled attended in the respective districts each year during 
the period 1913-1920 inclusive, is shown in the following table: 

Rank: From Lowest to Highest 



Hank 


Years 


Dist. 


Rank 


Years 


Dist. 


Rank 


Years 


Dist. 


1 


9.2 


2 


41 


12.4 


52 


81 


14.4 


92 


2 


9.8 


69 


42 


12.4 


53 


82 


14.5 


86 


3 


10.1 


19 


43 


12.5 


21 


83 


14.6 


64 


4 


10.2 


109 


44 


12.5 


28 


84 


14.7 


42 


5 


10.3 


119 


45 


12.5 


44 


85 


14.8 


81 


6 


10.4 


105 


46 


12.5 


97 


86 


14.8 


90 


7 


10.5 


5 


47 


12.6 


38 


87 


14.9 


76 


8 


10.6 


3 


48 


12.6 


25 


88 


14.9 


114 


9 


10.6 


14 


49 


12.7 


57 


89 


15. 


30 


10 


10.7 


108 


50 


12.8 


88 


90 


15. 


115 


11 


10.8 


7 


51 


12.8 


96 


91 


15.1 


79 


12 


10.9 


91 


52 


12.8 


120 


92 


15.2 


66 


13 


11.1 


1 , 


53 


12.9 


6 


93 


15.3 


100 


14 


11. 1 


11 


54 


12.9 


26 


94 


15.4 


10 


15 


11.1 


18 


55 


12.9 


36 


95 


15.4 


71 


16 


11.2 


24 


56 


12.9 


48 


96 


15.4 


103 


n 


11.3 


4 


57 


13.1 


13 


97 


15.5 


72 


18 


11.3 


16 


58 


13.2 


40 


98 


15.5 


74 


19 


11.3 


47 


59 


13.2 


46 


99 


15.6 


27 


20 


11.3 


54 


60 


13.2 


55 


100 


15.6 


80 


21 


11.3 


67 


61 


13.3 


45 


101 


15.7 


116 


22 


11.4 


22 


62 


13.3 


70 


102 


15.7 


98 


23 


11.4 


23 


63 


13.3 


106 


103 


15.7 


78 


24 


11.4 


60 


64 


13.4 


33 


104 


15.8 


82 


25 


11.5 


8 


65 


13.4 


65 


105 


15.9 


87 


26 


11.5 


17 


66 


13.4 


95 


106 


16. 


59 


27 


11.5 


84 


67 


13.5 


49 


107 


16. 


83 


28 


11.6 


9 


68 


13.5 


93 


108 


16.2 


12 


29 


11.7 


3;: 


69 


13.6 


32 


109 


16.3 


107 


30 


11.8 


15 


70 


13.6 


34 


110 


16.5 


50 


31 


11.8 


29 


71 


13.6 


111 


111 


16.5 


51 


32 


11.8 


30 


72 


13.7 


77 


112 


16.6 


31 


33 


11.8 


41 


73 


13.7 


94 


113 


16.6 


112 


34 


11.8 


75 


74 


13.9 


20 


114 


16.9 


89 


35 


11.8 


117 


75 


14. 


85 


115 


,9.2 


73 


36 


11.9 


43 


76 


14. 


110 


116 


19.9 


102 


37 


11.9 


93 


77 


14.2 


62 


117 


20.5 


58 


38 


12. 


61 


78 


14.3 


68 


118 


30.1 


99 


39 


12. 


101 


79 


14.3 


104 








40 


12.1 


113 


80 


14.4 


56 









in* Nebraska State Teachers Coeeeue, Kearney 



TABLE LXXV 

The time required by an average pupil to complete work of the first eight 
grades if he attended the average time each pupil enrolled attended in 
the respective districts during the year 1920-21 is shown in the following 
table: 

Hank: Prom Lowest to Highest 



Hank 


Years 


Dist. 


Rank 


Years 


Dist. 


Rank 


Years 


Dist 


1 


8.5 


63 


41 


10.8 


7 


81 


12.3 


22 


o 


8.6 


38 


42 


10.8 


62 


8z 


12.3 


81 


3 


8.7 


11 


43 


10.9 


7« 


83 


12.3 


87 


4 


9. 


5 


44 


10.9 


100 


84 


12.4 


4 


5 


9. 


111 


45 


11. 


13 


85 


12.4 


67 


6 


9.1 


1 


46 


11. 


39 


36 


12.4 


95 


1 


9.1 


17 


47 


11. 


110 


87 


12.5 


88 


8 


9.2 


96 


48 


11.1 


93 


88 


12.6 


104 


9 


9.2 


3 


49 


11.1 


1)5 


89 


13. 


77 


10 


9.2 


19 


50 


11.2 


14 


90 


13.2 


48 


11 


9.4 


2 


51 


11.2 


43 


91 


13.2 


57 


L2 


9.4 


12 


52 


11.3 


20 


92 


13.2 


79 


13 


9.4 


35 


53 


11.3 


40 


93 


13.2 


80 


14 


9.4 


55 


54 


11.3 


53 


94 


13.3 


86 


15 


9.4 


60 


55 


11.3 


73 


95 


13.5 


76 


L6 


9.5 


88 


56 


11.3 


85 


96 


13.7 


45 


n 


9.5 


16 


57 


11.3 


98 


97 


13.7 


109 


18 


9.6 


69 


58 


11.3 


101 


98 


13.8 


31 


19 


9.7 


54 


59 


11.3 


119 


99 


14.1 


44 


20 


9.7 


117 


60 


11.4 


56 


100 


14.3 


72 


21 


9.8 


6 


61 


11.4 


58 


101 


14.5 


46 


22 


9.8 


25 


62 


11.5 


28 


102 


14.7 


61 


23 


9.8 


26 


63 


11.5 


113 


103 


14.9 


34 


24 


9.8 


41 


64 


11.6 


65 


104 


15.1 


27 


25 


9.3 


75 


65 


11.6 


114 


105 


15.1 


59 


26 


9.8 


92 


66 


11.8 


50 


106 


15.7 


71 


27 


9.8 


107 


67 


11.8 


68 


107 


15.8 


112 


28 


9.9 


9 


68 


11.8 


84 


108 


16. 


66 


29 


9.9 


47 


69 


11.8 


94 


109 


16.1 


52 


30 


9.9 


105 


70 


11.9 


102 


110 


16.2 


82 


31 


10. 


89 


71 


12. 


32 


111 


16.3 


83 


32 


10.1 


30 


72 


12. 


51 


112 


17.7 


90 


33 


10.1 


91 


73 


12. 


103 


113 


18.1 


74 


34 


10.1 


108 


74 


12. 


120 


114 


18.8 


42 


35 


10.2 


10 


75 


12.1 


36 


115 


18.9 


106 


36 


10.2 


15 


76 


12.1 


78 


116 


19.3 


49 


37 


10.2 


21 


77 


12.1 


97 


117 


26.4 


99 


38 


10.4 


18 


78 


12.2 


23 








39 


10.4 


33 


79 


12.2 


29 








40 


M. 4 


116 


L04 


12.2 


64 









Buffalo County, Nebraska, School Survey 



168 



Summary of Table LXXV 

Table LXXV shows how long' it will take the average pupil to com- 
plete the first eight grades if he attended the average time each pupil en- 
roiled attended in the respective districts during the year 1920-1921. 
This table shows that on this basis the time required by the average pupil 
to complete the eighth grade in the respective districts to be as follows: 
in 113 districts it would take more than 9 years. 

" 10 

" 11 

" 12 

" 13 

" 14 

" 15 
" , " 16 

" 17 

" 18 

" 19 

1 25 



' 87 
' 73 


i 


' 47 


i i 4 a 


'29' ' 


' " " 


' 19 


' .'. " " 


' 14 




' 10 


i 


' 6 


' " " 


' 5 ' 


' " " 


' 2 


' " " 


1 


" " 



Comparative Study of The Time Required of Pupils to Complete The Work 

of The Eighth Grade on The Basis of Average Time Each Pupil Enrolled 

Attended In The Respective Districts 



Lengrth of time required by t 


average 


pupil to complete the first 8 gr 


ades. 


More than 

it a 


9 

10 
li 
12 
13 


" 


a u 
u t < 


14 
IS 
16 
17 
18 




i. u 


19 
20 


'.', 


(< 


25 


u 


" " 


30 


" 



dumber of districts 


L913-20 


1920-21 


118 


113 


110 


87 


106 


73 


81 


47 


62 


29 


44 


19 


30 


14 


13 


10 


4 


6 


4 


5 


4 


2 


2 


1 


1 


1 


1 






While the preceding comparative study shows a slight improvement 
in the attendance of the average pupil enrolled in the respective districts, 
yet the present attendance of the enrolled pupil is so poor that great and 
immediate effort should be made to improve it. 



lllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllillllll 

= ESTABLISHED 1905 . EE 

jj Nebraska State Teachers College J 

at Kearney 



THE LARGEST AND BEST EQUIP- 
PED TEACHER-TRAINING INSTI- 
TUTION IN NEBRASKA. *> j* 



Grants A. B. degree in 
Education upon comple- 
tion of four year course; 

enrolled in July, 1921, 
1341 regularly matricu- 
lated students; 

regular faculty consists 
of 40 specialists; 

special courses for su- 
pervisors in Music, Do- 
mestic Science, Rural 
Leadership, Arts and 
Commerce. 



CATALOGUE ON REQUEST 



GEORGE E. MARTIN, President 



LIBRARY OF CONGRESS 



